University Catalog

2017-2018 The Rush University Catalog is published as a guide for the faculty and students of Rush University. The University reserves the right to add, amend, delete or deviate from any specifications herein at any time and to apply such changes to registered and accepted students. Policies as stated in the catalog supersede policies in departmental student handbooks. Students are responsible for reading the catalog and acquainting themselves with the University policies and regulations to which they are required to adhere. Additionally, students are responsible for knowing the degree requirements relevant to their majors and for enrolling in the courses satisfying those requirements.

Rush University believes the information contained herein is accurate as of Sept. 5, 2017. University Catalog 2017-2018 Rush University Affiliated Colleges and Universities...... 13 Table of Contents Alumni Relations...... 13 Drug-Free Campus and Workplace...... 14

Academic Calendar...... 1 Tobacco-Free Work Environment...... 14 Diversity, Equal Opportunity and Inclusion...... 15 Leadership and Governance...... 3 Office of Student Disability Services...... 15 University Governance...... 3 Prohibition Against Harassment, Discrimination and Board of Governors ...... 3 Sexual Misconduct ...... 15 Medical Center Leadership ...... 4 Office of Institutional Research, Assessment and Accreditation. . . 16 Rush University Leadership ...... 4 External Reporting...... 16 Board of Trustees...... 4 Planning Support and Internal Reports...... 16 General Trustees...... 4 Institutional Effectiveness ...... 16 Annual Trustees...... 5 Rush University Campus Information ...... 18 Life Trustees ...... 5 Rush University’s Campus...... 19 About Rush...... 6 Medical Center and Facilities...... 19 Welcome to Rush University ...... 7 Office of Student Life and Engagement...... 19 Rush University Medical Center Mission, Vision and Values. . . . . 8 Student Activities and Programming ...... 19 Mission...... 8 Career Development...... 20 Vision...... 8 Publications ...... 20 Core Values...... 8 Rush University Counseling Center ...... 20 History of Rush University Medical Center...... 8 International Student Services...... 20 Renowned Patient Care...... 8 Office of Student Diversity and Multicultural Affairs...... 20 Educating Future Health Care Providers...... 8 Campus Housing...... 21 Committed to Community...... 8 Rush Community Service Initiatives Program ...... 21 Rush University Mission, Vision and Values...... 9 Recreation ...... 22 Mission...... 9 Student Lounge...... 22 Vision...... 9 Student Lockers...... 22 Core Values...... 9 Student Organizations...... 22 History of Rush University...... 9 Voter Registration...... 22 The Seal of Rush University...... 9 Worship Opportunities...... 22 Student Characteristics...... 10 Rush University Bookstore...... 22 Accreditations...... 11 Office of General Education Resources...... 23 Rush University...... 1 Quick Copy Center ...... 23 ...... 11 Library of Rush University Medical Center ...... 23 College of Nursing ...... 11 McCormick Educational Technology Center (METC)...... 23 College of Health Sciences...... 11 Media Services ...... 24 Authorization...... 12 Rush Photo Group...... 24 Licenses ...... 12 Rush Fitness Center...... 24 Rush University Medical Center Memberships ...... 13 Rush University/Academic Policies...... 25 Withdrawal/Leave of Absence...... 38 Rush Medical College ...... 54 Doctor of Nursing Practice (DNP)...... 67 Administrative Offices...... 26 Administrative Withdrawal...... 38 Welcome to Rush Medical College...... 55 Doctor of Philosophy in Nursing Science (PhD)...... 68 Office of the Provost...... 26 Voluntary Withdrawal...... 38 Rush Medical College Mission...... 56 College Admission Requirements...... 68 Office of the Registrar...... 26 Leave of Absence ...... 38 Rush Medical College Vision...... 56 Admission/Application Guidelines...... 68 Academic Resources and Policies...... 26 Returning From a Leave of Absence...... 39 Rush Medical College Objectives...... 56 Program-Specific Requirements...... 69 Academic Honesty and Student Conduct...... 26 Student Records...... 39 Admissions Process...... 57 Deadlines for Application...... 69 Rush University Honor Code ...... 27 Name, Address and Phone Number Changes...... 39 Diversity and Inclusion Statement ...... 57 Technical Standards...... 69 Inappropriate Degree Usage...... 27 Privacy and Confidentiality of Student Records and FERPA. . . 39 Fulfillment of the Requirements for the MD Degree...... 58 International Students...... 70 Continuous Enrollment...... 28 Technical (Nonacademic) Standards...... 58 Student Progression in the College of Nursing...... 70 Tuition and Financial Aid...... 42 Credit by Proficiency...... 28 Graduation Requirements...... 59 Academic Progression Policy...... 70 Office of Financial Affairs...... 43 Academic Credit...... 28 Doctor of Medicine Academic Policies ...... 59 College of Nursing Committees...... 71 Financial Appeals ...... 43 Grade Point Average...... 28 Curriculum: First and Second Years ...... 60 Faculty Senate...... 71 Payment of Tuition and Fees ...... 43 Grade Report ...... 29 Curriculum: Third and Fourth Years...... 61 Standing Committees ...... 71 Student Health Insurance...... 43 Grading and Numbering System ...... 29 Family Medicine Leadership Program (FMLP)...... 61 Postgraduate Nondegree Certificate...... 72 Student Insurance Plan Rates for the 2017-2018 Advisor Program...... 62 Postgraduate Advanced Practice: Neonatal...... 72 Graduation and Commencement...... 30 Academic Year...... 44 Student Research Opportunities...... 62 Postgraduate Advanced Practice - Pediatric Acute Care. . . . . 73 Thesis/Dissertation/Scholarly Project Requirements for Tuition Refund Policy...... 44 Graduation...... 31 Rush Medical College Committees...... 63 Doctor of Nursing Practice...... 74 Alternate Refund/Grading Policy ...... 44 Hazardous Exposure Procedures ...... 31 Faculty Council...... 63 Doctor of Nursing Practice (BSN to DNP) Area of Focus: Tuition Waivers...... 44 Health and Immunization Requirements...... 32 Committee on Committees...... 63 Acute Care Pediatric Nurse Practitioner (ACPNP)...... 74 Third-Party Billing...... 45 Incomplete Grades ...... 32 Committee on Admissions (CoA)...... 63 Doctor of Nursing Practice (BSN to DNP) Area of Focus: Office of Student Financial Aid...... 45 Advanced Public Health Nursing (APHN)...... 76 Pass/No Pass Grading Option...... 32 Committee on Curriculum and Evaluation (CCE)...... 63 Financial Aid Process...... 45 Doctor of Nursing Practice (BSN to DNP) Area of Focus: Repeated Courses...... 33 Committee on Senior Faculty Appointments and Promotions Financial Aid Determination...... 45 Neonatal Clinical Nurse Specialist (NCNS)...... 78 Repeated Courses: Rush Medical College...... 33 (COSFAP) ...... 63 Financial Aid Awards...... 45 Doctor of Nursing Practice (BSN to DNP) Population/Role: Room Reservations...... 33 Committee on Student Evaluation and Promotion (COSEP). . . . . 63 Adult-Gerontology Acute Care Clinical Nurse Specialist Veterans Benefits ...... 45 RULearning (Blackboard)...... 33 (AGACCNS)...... 80 Satisfactory Academic Progress...... 46 College of Nursing...... 64 Students-at-Large...... 33 Doctor of Nursing Practice (BSN to DNP) Population/Role: Suspension of Financial Aid Eligibility...... 49 Welcome to the College of Nursing...... 65 Adult-Gerontology Acute Care Nurse Practitioner Student Email Accounts...... 34 Appealing Suspension of Financial Aid Eligibility ...... 49 College of Nursing Description ...... 66 (AGACNP)...... 82 Student Account Management and Identity Security...... 34 Reinstatement of Financial Aid Eligibility...... 49 College of Nursing Mission...... 66 Doctor of Nursing Practice (BSN to DNP) Population/Role: Student Identification Cards ...... 35 Adult-Gerontology Clinical Nurse Specialist (AGCNS). . . . . 84 LEAP Benefits...... 49 College of Nursing Vision...... 66 Transcripts From Previous Institutions...... 35 Doctor of Nursing Practice (BSN to DNP) Population/Role: Tuition Benefits Programs ...... 49 College of Nursing Philosophy...... 66 Transcripts From Rush University...... 35 Adult-Gerontology Primary Care Nurse Practitioner Employee Enhancement Tuition Reimbursement Program. . . . 50 Person ...... 66 Transfer Credit...... 36 (AGPCNP)...... 86 Rush University Internal Degree Prepaid Tuition Environment...... 66 Doctor of Nursing Practice (BSN to DNP) Population/Role: Enrollment ...... 36 Program Information...... 51 Health...... 66 Family Nurse Practitioner (FNP)...... 88 Enrollment Status Definitions...... 36 Tuition and Fee Schedule (2017-2018)...... 51 Nursing...... 66 Doctor of Nursing Practice (BSN to DNP) Population/Role: Full-Time Registration for PhD Students...... 36 Admissions Fee...... 53 Neonatal Nurse Practitioner (NNP)...... 90 Nursing Education...... 66 Registration ...... 37 Enrollment Deposit...... 53 Doctor of Nursing Practice (BSN to DNP) Population/Role: Programs ...... 67 Adding/Dropping Courses...... 37 Late Registration Fee...... 53 Nurse Anesthesia (CRNA) ...... 92 Admission Entry Points ...... 67 Auditing a Course...... 37 Continuous Enrollment Fee...... 53 Doctor of Nursing Practice (BSN to DNP) Population/Role: Master’s Entry in Nursing (MSN) for Non-Nurses: Course Schedule...... 37 Pediatric Clinical Nurse Specialist (PCNS)...... 94 Returned Checks...... 53 Generalist Entry Master’s (GEM) ...... 67 Independent Study ...... 37 Tuition Charges for Rush Medical College Students ...... 53 Clinical Nurse Leader (MSN) for RNs...... 67 Doctor of Nursing Practice (BSN to DNP) Population/Role: Registration Process ...... 37 Auditing a Course...... 53 Pediatric Nurse Practitioner (PNP) ...... 96 Doctor of Nursing Practice (MSN to DNP) Population/Role: Release of Student Information...... 153 Department of Cardiopulmonary Sciences...... 256 Doctor of Nursing Practice (BSN to DNP) Population/Role: Neonatal Nurse Practitioner (NNP)...... 134 Student Academic Appeal and Grievance Procedures. . . . . 154 Master of Science...... 256 Psychiatric-Mental Health Nurse Practitioner (PMHNP). . . . . 98 Doctor of Nursing Practice (MSN to DNP) Population/Role: Committees ...... 156 Respiratory Care - Professional Phase, Two-Year Track, MS . 256 Nurse Anesthesia (CRNA) ...... 136 Doctor of Nursing Practice (MSN to DNP-APRN) Area of Focus: Department of Physician Assistant Studies...... 267 Acute Pediatric Care Nurse Practitioner (ACPNP)...... 100 Doctor of Nursing Practice (MSN to DNP) Population/Role: College of Health Sciences Academic Programs. . . . 157 Program Overview, Mission, Vision and Goals...... 267 Doctor of Nursing Practice (MSN to DNP-APRN) Area of Pediatric Clinical Nurse Specialist (PCNS)...... 138 Bachelor of Science...... 158 Focus: Pediatric Nurse Practitioner (PNP)...... 102 Doctor of Philosophy...... 140 Health Sciences, BS...... 158 The Graduate College...... 272 Doctor of Nursing Practice (MSN to DNP-APRN) Area of Nursing Science, PhD...... 140 Doctor of Philosophy...... 163 Welcome to the Graduate College...... 273 Focus: Transformative Leadership: Population Health . . . . . 104 Master of Science in Nursing...... 142 Health Sciences, PhD...... 163 The Graduate College: Mission, Vision and Philosophy...... 274 Doctor of Nursing Practice (MSN to DNP-APRN) Master’s Entry in Nursing (MSN) for Non-nurses: Department of Clinical Nutrition ...... 167 Mission...... 274 Population/Role: Adult-Gerontology Acute Care Nurse Generalist Entry Master’s (GEM) ...... 142 Practitioner (AGACNP)...... 106 Clinical Nutrition: Academic Programs...... 167 Vision...... 274 MSN for RNs: Clinical Nurse Leader (CNL), MSN...... 144 Doctor of Nursing Practice (MSN to DNP-APRN) Master of Science...... 167 Philosophy ...... 274 Population/Role: Adult-Gerontology Primary Care Nurse College of Health Sciences...... 146 Department of Communication Disorders and Sciences . . . . . 180 The Graduate College: Organization ...... 274 Practitioner (AGPCNP)...... 108 Welcome to the College of Health Sciences...... 147 Communication Disorders and Sciences: Philosophy. . . . . 180 The Graduate College Council...... 272 Doctor of Nursing Practice (MSN to DNP-APRN) Mission Statement ...... 180 Population/Role: Psychiatric-Mental Health Nurse Overview...... 148 Program-Specific Education Committees ...... 275 Practitioner (PMHNP) ...... 110 Organization...... 148 Vision Statement...... 180 Graduate College Student Council (GCSC)...... 275 Doctor of Nursing Practice (MSN to DNP-non-APRN) Alumni Activities...... 148 Professional Credentialing...... 180 Graduate College Programs...... 275 Population/Role: Psychiatric-Mental Health Nurse Mission and Vision ...... 148 Doctor of Audiology ...... 180 Doctor of Philosophy in Integrated Biomedical Practitioner (PMHNP) ...... 112 Mission...... 148 Master of Science...... 198 Sciences Program ...... 275 Doctor of Nursing Practice (MSN to DNP-non-APRN) Department of Health Systems Management...... 206 Doctor of Philosophy in Nursing Science Program...... 276 Area of Focus: Acute Care Pediatric Nurse Practitioner Vision...... 148 (ACPNP)...... 114 Admission Requirements...... 149 Health Systems Management: Philosophy, Mission, Doctor of Philosophy in Health Sciences Program...... 276 Vision and Values ...... 206 Doctor of Nursing Practice (MSN to DNP-non-APRN) Application Procedure...... 149 Integrated Biomedical Sciences Master’s Program ...... 277 Health Systems Management: Admission Requirements. . . . 206 Area of Focus: Advanced Public Health Nursing (APHN). . . . 116 TOEFL Policy...... 149 Master of Science in Biotechnology Program...... 277 Health Systems Management: Academic Policies ...... 207 Doctor of Nursing Practice (MSN to DNP-non-APRN) Philosophy of General Education...... 149 Master of Science in Clinical Research Program...... 277 Population/Role: Adult-Gerontology Acute Care Clinical Master of Science...... 209 Academic Policies...... 150 The Graduate College: Admission Requirements...... 278 Nurse Specialist (AGACCNS)...... 118 Department of Medical Laboratory Science ...... 218 Examination Policy ...... 150 The Graduate College: Shared Curriculum ...... 279 Doctor of Nursing Practice (MSN to DNP-non-APRN) Medical Laboratory Science: Philosophy...... 218 Population/Role: Adult-Gerontology Acute Care Nurse Readmission...... 150 The Graduate College: MS and PhD Degrees...... 279 Master of Science...... 221 Practitioner (AGACNP)...... 120 Rush University Academic Policies...... 150 Doctor of Philosophy...... 279 Department of Medical Physics and Advanced Imaging . . . . . 232 Doctor of Nursing Practice (MSN to DNP-non-APRN) Student Professional and Community Service Requirement . 150 Master of Science...... 280 Population/Role: Adult-Gerontology Primary Care Nurse Medical Physics: Philosophy...... 232 Conduct and Ethics...... 150 The Graduate College: Academic Policies...... 281 Practitioner (AGPCNP)...... 122 Imaging Sciences Education Program...... 232 Scholastic Dishonesty and Cheating...... 150 Examination Policy ...... 281 Doctor of Nursing Practice (MSN to DNP-non-APRN) Bachelor of Science...... 233 Pass/No Pass Grades...... 281 Population/Role: Pediatric Nurse Practitioner (PNP) . . . . . 124 HIPAA and Patient Privacy...... 151 Imaging Sciences (BS)...... 233 Good Academic Standing ...... 281 Doctor of Nursing Practice (MSN to DNP) Area of Focus: Guide to Professional Conduct...... 151 Vascular Ultrasound and Technology, BS ...... 241 Neonatal Clinical Nurse Specialist (NCNS)...... 126 Procedure for Unprofessional Conduct...... 152 Academic Difficulty...... 281 Department of Occupational Therapy...... 245 Doctor of Nursing Practice (MSN to DNP) Area of Focus: Incidents in the Clinical Agency...... 152 Dismissal...... 281 Mission...... 245 Transformative Leadership: Systems...... 128 Criminal Background Checks and Drug Testing...... 152 Full-Time Enrollment...... 281 Occupational Therapy: Program Overview...... 245 Doctor of Nursing Practice (MSN to DNP) Population/Role: Drug Testing...... 153 Residency...... 281 Adult-Gerontology Clinical Nurse Specialist (AGCNS). . . . . 130 Department of Perfusion Technology...... 252 Procedures for the Implementation of an Academic Readmission...... 282 Doctor of Nursing Practice (MSN to DNP) Population/Role: Accommodation for Students with Disabilities...... 153 Perfusion Technology: Philosophy...... 252 Academic Progression...... 282 Family Nurse Practitioner (FNP)...... 132 Student Government...... 153 Master of Science...... 252 Student Academic Appeals Policy...... 282

Cardiovascular Perfusion, MS...... 252 Academic Honesty and Student Conduct...... 283 Rush University Academic Policies...... 283 Physician Assistant Studies ...... 397 2017-2018 Academic Calendar The Graduate College: Committees...... 283 Pediatrics ...... 403 Term/Event The Graduate College Council...... 283 Pharmacology...... 405 Fall 2017 Master of Science...... 285 Biophysics/Physiology...... 407 Biotechnology, MS...... 285 Perfusion Technology...... 408 Priority Registration Begins Monday, July 24, 2017 Clinical Research, MS ...... 287 Psychology...... 413 Labor Day Holiday Monday, Sept . 4, 2017 Integrated Biomedical Sciences...... 289 Psychiatry...... 413 Classes Begin for All Students Tuesday, Sept . 5, 2017 Integrated Biomedical Sciences: Doctor of Pathology...... 414 Last Day for Late Registration Friday, Sept . 8, 2017 Philosophy (PhD)...... 289 Preventive Medicine ...... 415 Thanksgiving Recess Thursday and Friday Integrated Biomedical Sciences: Master of Science (MS). . . . 296 Radiology...... 415 (No classes on these days) Nov . 23 and 24, 2017 Respiratory Care...... 416 Classes Resume at 8:00 a m. . Monday, Nov . 27, 2017 Rush University Course Descriptions...... 301 Rush Medical College Multidisciplinary Course...... 422 Classes End (CON, CHS) Friday, Dec . 8, 2017 Anatomy and Cell Biology...... 302 Research Administration...... 428 Classes End (RMC, GC) Friday, Dec . 15, 2017 Biochemistry...... 303 Specialist in Blood Bank ...... 430 Final Exams (CON, CHS) Monday - Friday Behavioral Science ...... 304 Surgery ...... 432 Dec . 11 - 15, 2017 Biomechanics...... 304 Vascular Ultrasound ...... 435 Final Exams (RMC, GC) Monday - Friday Biotechnology...... 306 Dec . 18 - 22, 2017 Communication Disorders and Sciences...... 306 End of Term for All Students Friday, Dec . 22, 2017 College of Health Sciences Interdisciplinary Courses...... 317 Conferral of Fall Degrees Saturday, Dec . 23, 2017 Clinical Lab Management...... 317 Term Break Sunday - Monday Clinical Research...... 321 (No classes during this period) Dec . 24, 2017 - Jan . 1, 2018 Dermatology...... 322 Emergency Medicine...... 322 Spring 2018 Family Medicine ...... 323 Priority Registration Begins Monday, Oct . 23, 2017 Graduate College Core...... 325 Classes Begin for All Students Tuesday, Jan . 2, 2018 Religion, Health and Human Values...... 328 Last Day for Late Registration Friday, Jan . 5, 2018 Health Sciences...... 329 Martin Luther King Jr . Holiday Monday, Jan . 15, 2018 Health Systems Management ...... 337 Spring Break Monday - Friday Interdisciplinary Studies...... 346 (No classes in session this week) Feb . 26 - March 2, 2018 Immunology...... 347 Classes Resume at 8:00 a m. . Monday, March 5, 2018 Imaging Sciences...... 347 Classes End (CON, CHS) Friday, April 13, 2018 Internal Medicine ...... 353 Classes End (RMC, GC) Friday, April 20, 2018 Interprofessional...... 358 Final Exams (CON, CHS) Monday - Friday Medical Laboratory Science...... 358 April 16 - 20, 2018 Medical Physics...... 371 Final Exams (RMC, GC) Monday - Friday Neuroscience ...... 372 April 23 - 27, 2018 Nurse First Assistant...... 374 End of Term for All Students Friday, April 27, 2018 Nursing Graduate...... 374 Conferral of Spring Degrees Saturday, April 28, 2018 Clinical Nutrition...... 386 Spring Commencement Saturday, April 28, 2018 Obstetrics and Gynecology ...... 390 Term Break Sunday - Sunday Occupational Therapy ...... 391 (No classes during this period) April 29 - May 6, 2018

1 2017-2018 Academic Calendar Leadership and Governance Term/Event University Governance Medical Center Leadership Cynthia E . Boyd, MD Summer 2018 William M . Goodyear Vice President and Chief Compliance Officer; Board of Governors Chairman Assistant Dean for Admissions and Recruitment, Priority Registration Begins Monday, March 5, 2018 Rush Medical College Carole Browe Segal Susan Crown Classes Begin for All Students Monday, May 7, 2018 Edward W . Conway Chair Vice Chair Vice President, Clinical Affairs for Administration Last Day for Late Registration Friday, May 11, 2018 James W . DeYoung Robert A . Wislow and Finance Vice Chair Memorial Day Holiday Monday, May 28, 2018 Vice Chair Melissa Coverdale Donald G . Lubin Vice President, Finance Classes End for 8-Week Term (RMC-M1) Friday, June 23, 2018 William G . Brown (honorary) Vice Chair Final Exams for 8-Week Term (RMC-M1) Monday - Friday Richard B . Davis Philip A . Canfield Larry J . Goodman, MD Vice President, Human Resources Operations June 25 - 29, 2018 Chief Executive Officer Ann Watson Cohn, EdD President, Rush University Richard K . Davis Fourth of July Holiday Wednesday, July 4, 2018 Vice President, University Affairs; Principal Business Lewis M . Collens Michael J . Dandorph Classes End (CON, CHS) Friday, Aug . 10, 2018 Officer, Rush University Mikki Denison President and Chief Operating Officer Classes End (RMC, GC) Friday, Aug . 17, 2018 Bruce M . Elegant Thomas A . Deutsch, MD (ex officio) Thomas A . Deutsch, MD Vice President, Hospital Operations; President and Chief Final Exam (CON, CHS) Monday - Friday Provost, Rush University Executive Officer, Rush Oak Park Hospital Marquis D . Foreman, PhD (ex officio) Aug . 13 - 17, 2018 David A . Ansell, MD Richa Gupta, MBBS Senior Vice President, Community Health Equity; Final Exam (RMC, GC) Monday - Friday Cyrus F . Freidheim Jr . (honorary) Vice President, Performance Improvement and Associate Provost, Rush University Aug . 20 - 24, 2018 Larry J . Goodman, MD (ex officio) Operational Effectiveness; Chief Quality Officer Cynthia Barginere, DNP Bala Hota, MD End of Term for All Students Friday, Aug . 24, 2018 Marcie B . Hemmelstein Senior Vice President and Chief Operating Officer, Vice President and Chief Analytics Officer Conferral of Summer Degrees Saturday, Aug . 25, 2018 Marvin J . Herb (honorary) Rush University Hospitals; Associate Dean for Practice, College of Nursing Joan E . Kurtenbach Term Break Sunday - Monday Richard M . Jaffee Vice President, Strategic Planning, Marketing and (No classes during this period) Aug . 26 - Sept . 3, 2018 Antonio C . Bianco, MD, PhD Communications K . Ranga Rama Krishnan, MB, ChB Senior Vice President, Clinical Affairs; President, Rush University Medical Group Michael E . LaMont ***Calendar dates are subject to change without notice.*** (ex officio) Vice President, Facilities Management Richard E . Melcher, MD Brent J . Estes Senior Vice President, Business and Network Mike J . Mulroe James L . Mulshine, MD (ex officio) Development; President and Chief Executive Officer, Vice President, Hospital Operations Rush Health Patricia S . O’Neil Marcia P . Murphy, DNP K . Ranga Rama Krishnan, MB, ChB Vice President, Treasurer; Chief Investment Officer and Treasurer Abby McCormick O’Neil (honorary) Dean, Rush Medical College; Senior Vice President Karl A . Palasz Omar B . Lateef, DO Jaime B . Parent Vice President, Information Technology; Associate Chief Senior Vice President, Clinical Affairs; Charlotte Brasic Royeen, PhD Information Officer Chief Medical Officer (ex officio) Diane M . McKeever Brian D . Patty, MD Vice President, Clinical Information Systems; Chief John J . Sabl, JD Senior Vice President, Philanthropy; Chief Medical Information Officer Michael Simpson (honorary) Development Officer; Secretary, Board of Trustees John P . Mordach Anthony Perry, MD Robert A . Southern (honorary) Vice President, Ambulatory Care and Population Health Senior Vice President, Finance; Chief Financial Officer Carl W . Stern Shafiq Rab, MBBS Terry Peterson Vice President, Corporate and External Affairs Jonathan W . Thayer Senior Vice President; Chief Information Officer Mary Ellen Schopp Scott E . Sonnenschein Barbara Jil Wu, PhD Vice President, Hospital Operations Senior Vice President, Human Resources; Chief Human Resources Officer Denise N . Szalko Carl Bergetz, JD Vice President, Revenue Cycle Vice President, Legal Affairs; General Counsel; Judson Vosburg Chief Legal Officer Vice President, Financial Planning and Decision Support Lynne M . Wallace Vice President, Human Resources

2 3 Rush University Leadership Hilarie Terebessy, PhD General Trustees Gary E . McCullough Annual Trustees Life Trustees Larry J . Goodman, MD Director, Counseling Center Kapila K . Anand Andrew J . McKenna Jr . Debra Beck Hall Adams Jr . President, Rush University Jill Gable James A . Bell Paul E . Martin Harry Bond Mrs . Bowen Blair Director, Student Financial Aid Thomas A . Deutsch, MD Matthew J . Boler James S . Metcalf Bruce W . Dienst William G . Brown Provost, Rush University Michael J . Kremer, PhD John L . Brennan Wayne L . Moore Steven Gitelis, MD John H . Bryan Marquis D . Foreman, PhD Co-Director, Rush Center for Clinical Skills and Simulation Marca L . Bristo Dean, College of Nursing William A . Mynatt Jr . David W . Hines, MD W . H . Clark Peter C . B . Bynoe K . Ranga Rama Krishnan, MB, ChB Michelle Sergel, MD Martin H . Nesbitt Anthony D . Ivankovich, MD Robert J . Darnall Co-Director, Rush Center for Clinical Skills Dean, Rush Medical College Karen B . Case Michael J . O’Connor Phillip M . Kambic Thomas A . Donahoe and Simulation Charlotte B . Royeen, PhD Alison Li Chung William H . Osborne Anthony M . Kotin, MD Bruce W . Duncan Dean, College of Health Sciences E . David Coolidge III Aurie A . Pennick The Rt . Rev . Jeffrey D . Lee W . James Farrell James L . Mulshine, MD Kelly McNamara Corley Sheila A . Penrose Mary K . McCarthy, JD Wade Fetzer III Interim Dean, Graduate College Susan Crown Perry R . Pero Mark C . Metzger Marshall Field Richard K . Davis James W . DeYoung Principal Business Officer Stephen N . Potter Marcia Murphy, DNP John P . Frazee Jr . Board of Trustees William A . Downe Gayle B . Ward, JD Stephen R . Quazzo Karl A . Palasz Cyrus F . Freidheim Jr . William M . Goodyear Christine A . Edwards Senior Associate Provost, Educational Affairs Eric A . Reeves Karen C . Reid Richard W . Gochnauer Chairman Francesca Maher Edwardson Susanna G . Chubinskaya, PhD Thomas E . Richards Angelique L . Richard, PhD, RN Joan M . Hall Susan Crown Charles L . Evans, PhD Associate Provost, Faculty Affairs John W . Rogers Jr . Dino Rumoro, DO Leo M . Henikoff, MD Vice Chair Larry Field Joshua J . Jacobs, MD Jesse H . Ruiz Carole W . Streicher Mrs . Edward Hines Associate Provost, Research James W . DeYoung Roberte F . Fink Vice Chair John J . Sabl Kenneth J . Tuman, MD Thomas R . Hodgson Rosemarie Suhayda, PhD William J . Friend Associate Provost, Institutional Research, Donald G . Lubin, Esq . John F . Sandner Edgar D . Jannotta Vice Chair Ronald J . Gidwitz Assessment and Accreditation E . Scott Santi John E . Jones H . John Gilbertson Martha Clare Morris, ScD Larry J . Goodman, MD Gloria Santona, Esq . John P . Keller Chief Executive Officer Larry J . Goodman, MD Assistant Provost, Community Research Carole Browe Segal William M . Goodyear Herbert B . Knight Thomas J . Champagne Jr ., MBA Alejandro Silva Vernon R . Loucks Jr . Associate Vice President, Research Affairs Sandra P . Guthman Jennifer W . Steans John W . Madigan Greg MacVarish, MA William J . Hagenah Chief Student Experience Officer William K . Hall Joan E . Steel The Rt . Rev . James W . Montgomery Brenda L . Weddington, MEd Christie Hefner Carl W . Stern Robert S . Morrison Chief Enrollment Management Officer Marcie B . Hemmelstein Jonathan W . Thayer Abby McCormick O’Neil and University Registrar Jay L . Henderson Charles A . Tribbett III Maribeth S . Rahe Sharon D . Gates Marvin J . Herb Gregory W . Welch Sheli Z . Rosenberg Senior Director, Community Engagement John W . Higgins John R . Willis Patrick G . Ryan John McClatchy Senior Director, Medical Affairs John L . Howard Thomas J . Wilson The Hon . Anne O . Scott Angela K . Branson Ron Huberman Robert A . Wislow Michael Simpson Director, Student Life and Engagement Richard M . Jaffee Barbara Jil Wu, PhD Harold Byron Smith Jr . Jo A . Cates, MLIS Kip Kirkpatrick Robert A . Southern Director, Library of Rush University Medical Center Fred A . Krehbiel S . Jay Stewart Chris Kanakis Sheldon Lavin Philip W . K . Sweet Jr . Director, University Facilities Aylwin B . Lewis Frank J . Techar Michelle Michael Director, University Relations Susan R . Lichtenstein Bide L . Thomas A . David Rivera Pamela Forbes Lieberman Richard L . Thomas Director, University Systems and Operations Todd W . Lillibridge Donald G . Lubin, Esq .

4 5 About Rush Welcome to Rush University

Rush University is dedicated to training in the clinical and basic sciences of health care and medical research . Its four colleges — Rush Medical College, Rush University Rush University Medical Center Mission, Vision College of Nursing, the College of Health Sciences and the Graduate College — and Values together train more than 2,500 students . In addition, Rush University Medical Center History of Rush University Medical Center trains more than 600 residents and fellows in the graduate programs of clinical education for physicians . Renowned Patient Care Students have the opportunity to train at Rush University Medical Center, one of the Educating Future Health Care Providers nation’s leading academic medical centers . The desire to participate in the education

Committed to Community of trainees at all levels has attracted some of the most outstanding scientists, physicians, nurses and allied health professionals in the country to Rush, where our Rush University Mission, Vision and Values primary interest is to provide the very best in patient care . Trainees in the clinical disciplines will be prepared for the challenges that they will face by active participation in clinical care at History of Rush University the Medical Center throughout most of their training . Basic scientists will work as part of those teams . The The Seal of Rush University link between basic science and clinical programs often stimulates each side to find creative solutions to the health care challenges of today and the future . Student Characteristics I am pleased you have chosen Rush for your training . We take the responsibility seriously . At any time Accreditation, Authorization and Licenses during your training, please feel free to contact one of your deans or myself for any suggestions or to

Rush University Medical Center Memberships address any issues . Training is exciting as well as challenging . All of us are here to support you . Thanks for choosing Rush . Rush University Affiliated Colleges and Universities

Alumni Relations

Drug-Free Campus and Workplace Larry Goodman, MD Tobacco-Free Work Environment President, Rush University Chief Executive Officer, Rush University Medical Center Diversity, Equal Opportunity and Inclusion

Office of Student Disability Services

Prohibition Against Harassment, Discrimination and Sexual Misconduct

Office of Institutional Research, Assessment and Accreditation

6 7 Rush University Medical Center Health Center, which provides medical and rehabilitative care to Our education and research endeavors, community service pro- Rush Medical College was affiliated with the University of Mission, Vision and Values older adults and people with short- and long-term disabilities . grams and relationships with other hospitals are dedicated to from 1898 until 1942, when the medical college tem- enhancing excellence in patient care for the diverse communities It includes Rush’s 376-bed Tower hospital building, which opened porarily suspended its educational program, though it continued Mission of the Chicago area — now and in the future . in 2012 as part of the Medical Center’s major campus renovation . its corporate existence . Its faculty continued undergraduate and The mission of Rush is to improve the health of the Rush’s commitment to sustainability innovation earned the Tower Larry J . Goodman, MD, is CEO of Rush University Medical Center graduate teaching of medicine and the biological sciences as individuals and diverse communities we serve through LEED Gold certification . It is the largest new construction health and president of Rush University . He also serves as president of members of the faculty of the University of . The charter the integration of outstanding patient care, education, care project in the world to be LEED Gold certified . Rush’s renova- the Rush System for Health, and he is the principal officer of the of the medical college was reactivated in 1969, when it became research and community partnerships. tion also includes Rush’s Orthopedic Building, which opened in Rush Board of Trustees . part of the Medical Center . Rush Medical College reopened in 2010, and the ongoing campus-wide implementation of an elec- 1971 with a class of 66 first-year students and 33 third-year Vision tronic medical record system, enhancing patient care and safety . students . First-year class size reached its projected maximum of 120 in 1976 . Rush will be the leading academic health system in the Rush University Mission, Vision region and nationally recognized for transforming health care. A unique combination of research and patient care has earned Rush national rankings in seven of 16 specialty areas in U .S . News and Values Rush University College of Nursing represents a com- bined heritage dating back to the late 19th century when its Core Values & World Report’s 2015-16 America’s Best Hospitals issue, among Mission other recognitions of our quality of care and accreditations . first antecedent, the St . Luke’s Hospital School of Nursing, I CARE Rush University provides outstanding health sciences opened in 1885 to offer diploma education to nurses . In 1903, Innovation Our nurses are at the forefront of our efforts to provide quality education and conducts impactful research in a culture of the Presbyterian Hospital School of Nursing accepted its first care, receiving Magnet status four times for making outstand- Collaboration inclusion, focused on the promotion and preservation of students . From 1956 to 1968, nurses were taught at the merged ing nursing care the standard at the Medical Center . Rush was the health and well-being of our diverse communities. Accountability Presbyterian-St . Luke’s Hospital School of Nursing . Before the the first hospital in Illinois serving adults and children to receive establishment of the College of Nursing in 1972, more than Respect Magnet status — the highest honor in nursing . Vision 7,000 nurses had graduated from these three schools . Excellence The Rush learning community will be the leading health And some of the world’s best athletes trust themselves to the The College of Health Sciences, established in 1975, traces These five values, known as our I CARE values, convey the sciences university committed to transforming health care hands of our physicians . Rush is proud to be the preferred hospi- its origins to the School of Medical Technology sponsored by philosophy behind every decision Rush employees make . Rush through innovative research and education. tal for the Chicago Bulls . Presbyterian-St . Luke’s Hospital from 1959 to 1972 . This school employees also commit themselves to executing these values was the second largest of its kind in the city of Chicago . During with compassion . This translates into a dedication — shared by Core Values its operation, it provided a one-year professional internship all members of the Rush community — to providing the highest Educating Future Health Care Providers As the academic component of Rush University Medical Center, program to more than 200 baccalaureate students in medical quality patient care . the University shares the Medical Center’s core values: innova- Rush University is home to one of the first medical colleges in technology . Today, the College of Health Sciences offers doctoral tion, collaboration, accountability, respect and excellence . The the Midwest and one of the nation’s top-ranked nursing colleges, programs in audiology and health sciences, 10 programs at the I CARE values guide the efforts of Rush University students, as well as graduate programs in allied health, health systems master’s level, and bachelor’s programs in health sciences, imag- History of Rush University Medical faculty and researchers . management and biomedical research . The Medical Center also ing sciences and vascular ultrasound technology . Center offers many highly selective residency and fellowship programs The Graduate College was established as a separate aca- Rush University Medical Center is one of Chicago’s oldest health in medical and surgical specialties and subspecialties . Rush’s demic unit in January 1981, having previously been organized History of Rush University care organizations . Its heritage extends back to 1837, when unique practitioner-teacher model for health sciences education as the Graduate School within the College of Health Sciences . Rush Medical College was established . St . Luke’s Hospital, and research gives students the opportunity to learn from world- Rush University is the academic component of Rush University The Graduate College is responsible for educational programs in founded in 1864, and Presbyterian Hospital, founded in 1883, renowned instructors who practice what they teach . Medical Center . Founded in 1972, the University has expanded the basic sciences and offers master’s and doctoral degrees in merged in 1956 to form Presbyterian-St . Luke’s Hospital . The from one college and fewer than 100 students to four colleges 12 disciplines . subsequent incorporation of these pioneer institutions in 1969 and more than 2,500 students . It includes Rush Medical College, created Rush-Presbyterian-St . Luke’s Medical Center, which was Committed to Community Rush University College of Nursing, the College of Health renamed Rush University Medical Center in October 2003 . Sciences and the Graduate College . In addition to patient care, education and research, Rush main- The Seal of Rush University Rush is a not-for-profit academic medical center comprising tains a strong commitment to the community . Many students, fac- Rush Medical College is named for Benjamin Rush, a physi- The seal of Rush University is a Rush University Medical Center, Rush University, Rush Oak Park ulty and staff at Rush generously donate their time and skills both cian from Pennsylvania who also signed the Declaration of shield, a classic Greek symbol of Hospital and Rush Health . within and outside of the Medical Center . Their efforts include Independence . Rush Medical College was chartered in 1837 and preservation and protection and numerous health outreach projects in which Rush collaborates opened officially on Dec . 4, 1843, with 22 students enrolled in also a medieval British emblem with neighborhood clinics, churches, schools and other organiza- a 16-week course . During the first century of operation, more used for identification . As such, it Renowned Patient Care tions to provide health screenings and vital health information for than 10,000 physicians received their training at Rush Medical recognizes the University’s over- underserved children and adults . College . Rush University Medical Center encompasses a 664-bed hospital arching commitment to educating serving adults and children, including the Johnston R . Bowman

8 9 health professionals who preserve life and protect patients, and practice is based in knowledge . The shadow in the background Accreditations Council on Accreditation of Nurse Anesthesia it is the distinguishing identification of Rush University . Its two is the anchor cross, a symbol of hope and steadfastness, which Educational Programs colors, green and gold, merge the tradition of the past with the became the emblem of the merged Presbyterian and St . Luke’s Rush University 222 S . Prospect Ave . custom of the present: Gold was the single historical color of hospitals in 1957, and the foundation that created the vision Higher Learning Commission Park Ridge, IL 60068 Rush Medical College, and green is used for the modern Medical for Rush University . Superimposed on top is the stylized version 230 S . LaSalle St ,. Suite 7-500 (847) 655-1160 Chicago, IL 60604 Center . of the anchor cross that was adopted in 1971 upon the merger http://home .coa .us com. (800) 621-7440 of Rush Medical College and Presbyterian-St . Luke’s Hospital . The motto, ministrare per scientiam, translated from Latin, means http://www hlcommission. .org The final elements are Chicago, the city that is home to the College of Health Sciences to minister (care for or serve) through scientific knowledge . It University, and the date of the University’s founding, 1972 . The Department of Clinical Nutrition was adopted by the Board of Trustees in September 1993 to Rush Medical College Rush University Board of Overseers adopted the seal in 1999 . Academy of Nutrition and Dietetics reflect the commitment to educate caring professionals whose Accreditation Council for Continuing Medical Education Accreditation Council for Education in Nutrition and Dietetics (ACCME) (ACEND) 401 N . Michigan Ave ,. Suite 1850 120 S . Riverside Plaza, Suite 2190 Student Characteristics Chicago, IL 60611 Chicago, IL 60606-6995 (312) 527-9200 Statistics below are based on fall 2016 enrollment figures . (312) 899-0040 ext . 5400 http://www accme. .org http://www eatright. org. Fall 2016 Enrollment Men Women Total Accreditation Council for Graduate Medical Education Rush Medical College 260 255 515 Department of Communication Disorders and Sciences (ACGME) College of Nursing 123 935 1,058 401 N . Michigan Ave ,. Suite 2000 Council on Academic Accreditation in Audiology and Chicago, IL 60611 Speech-Language Pathology (CAA) College of Health Sciences 151 482 633 (312) 755-5000 American Speech-Language-Hearing Association The Graduate College 98 125 223 http://www acgme. .org 2200 Research Blvd ,. Suite 310 Rockville, MD 20850 Non-Degree Seeking 13 61 74 American Medical Association (AMA) (800) 498-2071 Grand Total 2,503 330 N . Wabash Ave . http://caa asha. .org Chicago, IL 60611 (800) 621-8335 Department of Health Systems Management Students by Race and Ethnicity Total http://www ama-assn. org. Commission on Accreditation of Healthcare Management American Indian or Alaska Native 3 Education (CAHME) Association of American Medical Colleges (AAMC) 6110 Executive Blvd ., Suite 614 Asian 308 655 K Street NW, Suite 100 Rockville, MD 20852 Black or African American 150 Washington, DC 20001 (301) 298-1820 Hispanic 227 (202) 828-0400 http://www cahme. .org http://www aamc. .org Native Hawaiian or Other Pacific Islanders 1 White 1,606 Liaison Committee on Medical Education (LCME) Department of Medical Laboratory Science 655 K Street NW, Suite 100 Two or More Races 59 BS and MS programs Washington, DC 20001 National Accrediting Agency for Clinical Laboratory Sciences (202) 828-0596 Unknown 149 (NAACLS) http://www lcme. org. Grand Total 2,503 5600 N . River Road, Suite 720 Rosemont, IL 60018-5119 College of Nursing (773) 714-8880 Student Financial Aid Data % Commission on Collegiate Nursing Education (CCNE) (773) 714-8886 (Fax) Title IV Aid Recipients (total student body) 52% 655 K Street NW, Suite 750 http://www naacls. .org Washington, DC 20001 Pell Grant Recipients (undergraduates only) 32% (202) 463-6930 http://www aacnnursing. org/CCNE.

10 11 Specialist in Blood Bank Certificate Program Department of Religion, Health and Human Values Rush University Medical Center DePaul University, Chicago, IL Commission on Accreditation of Allied Health Education Association for Clinical Pastoral Education, Inc. (ACPE) Memberships Dominican University, River Forest, IL Programs (CAAHEP) 1 West Court Square, Suite 325 Rush University Medical Center belongs to the following 25400 US Highway 19 North, Suite 158 Decatur, GA 30030 Hebrew Theological College, Skokie, IL organizations: Clearwater, FL 33763 (404) 320-1472 Illinois College, Jacksonville, IL (727) 210-2350 (404) 320-0849 (Fax) Association of American Medical Colleges Knox College, Galesburg, IL (727) 210-2354 (Fax) http://www acpe. .edu American Association of Colleges of Nursing http://www caahep. .org Federation of Independent Illinois Colleges and Universities , Lake Forest, IL Department of Respiratory Care Association of Schools of Allied Health Professions Lawrence University, Appleton, WI Department of Medical Physics Commission on Accreditation for Respiratory Care (CoARC) Association of University Programs in Health Administration , Romeoville, IL Commission on Accreditation of Medical Physics Education 1248 Harwood Road National League for Nursing Programs, Inc. (CAMPEP) Bedford, TX 76021-4244 Macalester College, St . Paul, MN 1631 Prince St . (817) 283-2835 Association for Health Services Research Monmouth College, Monmouth, IL Alexandria, VA 22314 (817) 354-8519 (Fax) American Hospital Association , Naperville, IL (571) 298-1239 http://www coarc. .com Illinois Hospital Association (571) 298-1301 (Fax) Voluntary Hospitals of America Northeastern Illinois University, Chicago, IL http://www campep. .org Department of Vascular Ultrasound and Technology Metropolitan Chicago Healthcare Council Ripon College, Ripon, WI Joint Review Committee on Education in Diagnostic Blue Cross/Blue Shield Health Care Service Corp . Department of Occupational Therapy Medical Sonography (JRCDMS) , Chicago, IL Council of Graduate Schools Accreditation Council for Occupational Therapy Education (a committee on accreditation of CAAHEP) Spelman College, Atlanta, GA (ACOTE) 6021 University Blvd ., Suite 500 Midwestern Association of Graduate Schools Wheaton College, Wheaton, IL 4720 Montgomery Lane, Suite 200 Ellicott City, MD 21043 Illinois Association of Graduate Schools Bethesda, MD 20814 (443) 973-3251 Association for Clinical Pastoral Education (301) 652-6611 ext . 2042 (866) 738-3444 (Fax) Association of Bioethics Program Directors (301) 652-1417 (Fax) http://www .jrcdms .org Alumni Relations http://www acoteonline. .org Council of Academic Programs in Communication Sciences The Office of Alumni Relations is located in the Triangle Office Authorization and Disorders Building, suite 250, at 1700 W . Van Buren St . Alumni Relations Perfusion Technology The Illinois Board of Higher Education has authorized all degree Interuniversity Consortium for Political and Social Science provides a planned, coordinated program of service and Accreditation Committee – Perfusion Education programs offered through Rush University . Physician Assistant Education Association activities of mutual interest and benefit to Rush University, the Medical Center and all alumni . Although the legacy of a Rush (a committee on accreditation for CAAHEP) Illinois Academy of Physician Assistants 6663 South Sycamore St . Illinois Board of Higher Education education dates back to 1837, Rush University is a relatively American Academy of Physician Assistants Littleton, CO 80120 1 N . Old State Capitol Plaza, Suite 333 young institution . Since the University’s inception in 1972, it has (303) 794-6283 Springfield, IL 62701-1377 conferred more than 18,000 degrees in the health professions . (303) 738-3223 (Fax) (217) 782-2551 Rush University Affiliated Colleges The objective of the Office of Alumni Relations is to provide http://www ac-pe. org. (217) 782-8548 (Fax) and Universities channels for Rush Medical College, the College of Nursing, the http://www .ibhe state. .il .us College of Health Sciences, the Graduate College and our pre- The following 22 colleges and universities in four states decessor school alumni as well as former Medical Center house Physician Assistant Studies have programs that are affiliated with one or more academic staff to stay connected to Rush as follows: Accreditation Review Commission on Education for the Licenses program at Rush University: Physician Assistant (ARC-PA) State of Illinois • Remain informed of current developments at the Medical , Lisle, IL Center 12000 Findley Road, Suite 275 Department of Public Health Johns Creek, GA 30097 Benedictine University, Springfield, IL • Develop an active interest in and involvement with their Cook County Board of Health (770) 476-1224 alma mater Carleton College, Northfield, MN (770) 476-1738 (Fax) • Maintain contact with fellow alumni and faculty http://www arc-pa. .org , Kenosha, WI • Take advantage of continuing education opportunities Concordia University, River Forest, IL offered through Rush University Cornell College, Mount Vernon, IA • Respond positively through both financial and philosophical support

12 13 • Promote and perpetuate the high standards of excellence in Rush University Medical Center, to be consistent with its mission, Diversity, Equal Opportunity and Office of Student Disability Services patient care, education and scientific advancement consistent seeks to promote the health, safety and quality of life of all Inclusion In keeping with its goal to promote diversity among its student with the objectives of Rush University Medical Center people who come to the Rush campus . For over three decades, the Rush approach to equal opportunity, population, Rush University is committed to attracting and edu- At this time, the following formally organized active alumni 1 . In accordance with these standards, Rush University Medical diversity and inclusion has not wavered . Our approach is that cating students who will help to make the population of health associations exist for Rush University graduates: Center prohibits smoking or the use of tobacco by all employ- these are essential components of the best employment, edu- care professionals reflective of the national population, includ- • The Rush Medical College Alumni Association ees, patients, visitors, physicians, students, faculty, volunteers cational and health care practices and must be furthered . This ing individuals with disabilities . In addition, Rush University is and contractors on the Medical Center campuses . • The Rush-Presbyterian-St . Luke’s Nurses Alumni Association is a continuation of a policy that emanated from the hospital committed to ensuring that students with disabilities have equal charters of 1865 and 1883 and the documents governing the access to its facilities, programs and services . • Rush University Health Systems Management Alumni 2 . Regarding premises outside Rush University Medical Center establishment of Rush University in 1972 . Association (HSMAA) campuses, smoking or the use of tobacco is prohibited in all To be eligible for accommodations, a student must have a docu- other buildings or on grounds owned, leased, or controlled by In certain instances, the implementation of this policy and For more information concerning Rush University alumni mented disability as defined by the Americans with Disabilities Rush University Medical Center wherever located, including our goals in this area require the use of affirmative initiatives . associations, programs and events, contact the Office of Alumni Act and Section 504 of the Rehabilitation Act of 1973 . Students adjacent public sidewalks and adjoining properties . This policy At Rush, these initiatives are focused on strong recruitment, Relations at (312) 942-2569 or alumni@rush .edu or visit the are encouraged to apply to the Office of Student Disability ser- may be limited by the policies of the landlord or third-party development and retention efforts, not on quotas — and these alumni websites at www rushu. .rush .edu/alumni . vices as soon as possible to discuss reasonable accommodations tenants of such premises . recruitment and programming efforts will be continued, consis- for their specific academic program . 3 . Smoking or tobacco use is prohibited in Rush University tent with federal, state and municipal guidelines . To learn more about accommodations at Rush University, please Drug Free Campus and Workplace Medical Center owned, leased, or controlled vehicles wherever Rush University is committed to attracting students who will visit www .rushu .rush .edu/office-student-disability-services or located . Rush University Medical Center is committed to achieving and enable the student body to achieve the educational benefits of contact: maintaining a drug-free campus and workplace . The Medical 4 . Smoking or tobacco use is prohibited within 15 feet of diversity and to providing services to all students, faculty and other employees on a nondiscriminatory, equitable basis . Marie Ferro-Lusk, MBA, MSW, LSW Center has established a drug-free policy consistent with its all Rush shuttle bus stops, immediately adjacent to Rush Manager, Office of Student Disability Services commitment and goals . The policy states in part: University Medical Center campuses . Discrimination or harassment against any member of the Rush 600 S . Paulina St ,. Suite 440 The illegal manufacture, distribution, dispensing, use, sale University Medical Center community because of age, ancestry, 5 . Signs are posted at each entrance indicating Rush University Chicago, IL 60612 and/ or possession of controlled substances on Medical Center color, disability as defined by Section 504 of the Rehabilitation Medical Center is a tobacco-free environment . (312) 942-5237 property or while performing Medical Center business is strictly Act of 1973 and the Americans with Disabilities Act, gender, Marie_S_Ferro-Lusk@rush .edu prohibited. An employee or student engaged in any such con- 6 . Potential new hires will be informed of the tobacco-free work gender identity and/or expression, marital or parental status, duct will be subject to discipline up to and including expulsion environment at the time of employment application . national origin, pregnancy, race, religion, sexual orientation, or termination. In addition, students and employees are subject 7 . Current tobacco use will be asked at time of health screening . veteran’s status or any other category protected by federal or Prohibition Against Harassment, state law is prohibited and will not be tolerated, nor will any to all applicable criminal penalties under local, state or federal Those with a positive history will be given referral information Discrimination and Sexual Misconduct law for unlawful possession or distribution of illicit drugs and for smoking cessation . person for those reasons be excluded from the participation in alcohol. Within five days of the conviction, employees and or denied the benefits of any program or activity within Rush Rush University Medical Center (Rush) strictly prohibits all 8 . The tobacco-free work environment and policy will be students must report to the Medical Center any conviction for University . forms of unlawful discrimination and harassment of and by any reviewed at new employee orientation . member of the community, including but not limited to stu- violation of a criminal drug statute occurring within the Medical Shanon Shumpert, associate vice president for institutional dents, faculty, employees, volunteers, guests and vendors . Rush Center. The health risks associated with the use of illicit drugs 9 . While this policy does not require employees to quit tobacco equity, has been designated to oversee the implementation of complies with Title IX of the Higher Education Amendments and the abuse of alcohol are many and varied. Some drugs use, Rush University Medical Center supports and encourages this policy for Rush University . Ms . Shumpert can be contacted of 1972, which prohibits discrimination on the basis of sex may cause psychological and physical dependence or addiction. all efforts by employees to quit tobacco use . by telephone at (312) 942-5239 or via email at Shanon_ in educational programs or activities, admission and employ- Others attack the central nervous system, making the Shumpert@rush .edu . 10 .T he Medical Center offers smoking cessation and coping pro- ment . Sexual misconduct (and its various forms, as defined user dangerous to himself and others. In the extreme, they grams to employees and encourages them to participate . For Additional resources may be found in Human Resources along below) constitutes sexual discrimination and is also covered can result in convulsions, psychosis, coma and possible death. more information, please contact ChooseHealth@rush .edu or with the following university individuals/offices: under this policy . This policy does not only prohibit discrimina- (312) 942-7479 . tion and harassment of employees by employers, but prohibits Office of Student Diversity and Multicultural Affairs discrimination and harassment between any members of the Tobacco-Free Work Environment 11 .It is the responsibility of all Medical Center staff, faculty, stu- Armour Academic Center, Suite 984B Rush community, including between a member of the faculty Rush University Medical Center supports the surgeon general’s dents and employees to ensure compliance with this policy . (312) 942-0725 and a student, between two students, between an employee report on use of tobacco products as a major cause of prevent- Enforcement of this policy is a shared responsibility of all Paula J . Brown, MBA and a campus guest or between a student and an applicant . able death . Tobacco use has been documented to contribute hospital personnel . Manager, Diversity and Inclusion This policy applies to all Rush programs and activities includ- significantly to health problems of those who engage in the Rush University Medical Center 12 .Employees violating this policy will be subject to disciplinary ing, instruction, grading, housing and employment . It is central practice and those who are subjected to an environment where 128 Professional Office Building action (see Human Resources Policy and Procedure Code of to the values of Rush that any member of the community who smoke is present . (312) 942-7094 Conduct) . believes that they have witnessed or been the target of unlawful Paula_J_Brown@rush .edu discrimination or harassment, feel free to report their concerns

14 15 for an appropriate response and investigation, without fear of The office provides services in three major areas: • Conducting special studies to evaluate the University’s prog- retaliation or retribution . ress in achieving strategic goals External Reporting All complaints and concerns about conduct that may violate The OIRAA has primary responsibility for preparing and submit- • Coordinating accreditation activities this policy (including retaliation for reports made pursuant ting official reports and data files to ensure the University’s • Supporting the University Assessment Committee in its to this policy) should be filed with Rush’s equal opportunity compliance with state and federal reporting mandates . In addi- assessment activities and program reviews officer . Confidential reports can also be made through the tion, the office coordinates the University’s response to a variety • Supporting and monitoring the HLC-mandated quality Rush Hotline at (877) 787-4009 or via the Rush web report- of other external requests for information that are received from improvement project ing tool at rush .ethicspoint .com . Anonymous reporters do internal and external stakeholders . Mandatory external reports Contact the OIRAA staff at OIRAA@rush .edu . not need to identify themselves, but are asked to provide and updates include the following: enough information to enable an investigation . Upon receipt • Integrated Postsecondary Education Data System (IPEDS) of a complaint, the equal opportunity officer will evaluate • Illinois Longitudinal Data System (ILDS) the information received and determine what further actions • Higher Learning Commission (HLC) Annual Institutional Data should be taken consistent with the procedures outlined . The complete policy can be found on the Rush website listed Update (AIDU) under Anti-Harassment . • Illinois Virtual Campus (IVC) • Illinois Board of Higher Education (IBHE) Resources For more information on the Rush University Medical Center Planning Support and Internal Reports policy against harassment, discrimination and sexual miscon- The OIRAA is charged with compiling, analyzing and interpreting duct, contact: statistical data used in strategic planning efforts by University Shanon Shumpert administrators, trustees and committees . These data include the Equal Opportunity Officer & Title IX Coordinator following: Rush University Medical Center • Student and faculty characteristics Armour Academic Center 600 S . Paulina St ., Suite 403 • Enrollment Chicago, IL 60612 • Admissions (312) 942-5239 • Retention and graduation rates Shanon_Shumpert@rush edu. • Degrees awarded • Credit hour production Office of Institutional Research, • Alumni performance Assessment and Accreditation • Scholarship/research productivity • Strategic planning and institutional performance metrics The Office of Institutional Research, Assessment and Accreditation (OIRAA) serves Rush University by providing The information is disseminated to the University community leadership and support in the area of institutional research, through annual reports, websites and responses to ad hoc accreditation, assessment and regulatory mandates . The requests . OIRAA fulfills its mission by: • Providing comprehensive information to support institu- Institutional Effectiveness tional planning, policy formation, decision-making and The OIRAA is responsible for coordinating campus-wide and evaluation of effectiveness unit-level assessment of academic programs and administra- • Coordinating responses to external accountability man- tive processes to support the University’s quality improvement dates and a wide range of internal and external requests efforts . These activities include the following: for information about the university • Gathering and presenting institutional performance data • Providing guidance and coordination support for campus- • Administering Rush University and other surveys wide and unit-level assessment of academic programs and administrative processes to support the university’s quality • Providing technical support and consultation to assist units improvement efforts in assessing student learning outcomes and administrative objectives • Providing evidence of institutional effectiveness

16 17 Rush University Campus Information Rush University’s Campus Handbook, which includes a yellow pages section providing locations and telephone numbers of persons, offices, depart- The main campus of Rush University and Rush University Medical ments and buildings of interest to students . Center is located on the Near West Side of Chicago not far from Rush University’s Campus downtown (often referred to as the Loop) . The area surrounding the campus is undergoing much redevelopment . Of particular Office of Student Life and Engagement Office of Student Life and Engagement interest is the Chicago Technology Park, which incorporates biomedical research facilities and programs . The mission of the Office of Student Life and Engagement is to provide services and opportunities that will enhance each Rush University Counseling Center Townhomes and condominiums have been built in Garibaldi Park, student’s academic experience and connection with Rush just east of the campus, and many new businesses are flourishing University . The Student Life and Engagement staff works closely International Student Services in the Taylor Street area . Other health care facilities in the Medical with students, faculty and the administration to identify student Center District include the University of Illinois at Chicago West needs and to design and implement programs and policies to Office of Student Diversity and Multicultural Affairs Campus, the John H . Stroger, Jr . Hospital of Cook County and the meet those needs . The professional staff serves as advisors to Jesse Brown VA Medical Center . Campus Housing student organizations; provides career services to students in Rush is centrally and conveniently located . The Marriott Chicago each academic discipline; develops and implements University Rush Community Service Initiatives Program Downtown at the Medical District, a hotel and fine-dining estab- orientation for new students; assists with the development lishment, is located at the corner of Harrison Street and Ashland and implementation of commencement events; oversees Rush Recreation Avenue adjacent to the Medical Center . The main campus now University sponsored housing; and sponsors educational, multi- consists of 22 buildings, including facilities for achieving the goals cultural and social activities for all students . of the Medical Center: patient care, education and research . The Student Lounge Office of Student Life and Engagement main campus also includes two indoor parking facilities . Armour Academic Center Student Lockers Armour Academic Center is the hub of most student activities . 600 S . Paulina St ,. Suite 984 The Library of Rush University Medical Center and the McCormick Chicago, IL 60612 Student Organizations Educational Technology Center are located in the Armour Phone: (312) 942-6302 Academic Center, along with classrooms, laboratories, academic Fax: (312) 942-9283 Voter Registration computing, specialized facilities, the Student Affairs suite, the Email: student_life@rush .edu Office of Student Life and Engagement, the Office of Student www .rush .rush .edu/rush-experience/student-services/ Worship Opportunities Diversity and Multicultural Affairs, the Rush University Bookstore, student-life-and-engagement a cafeteria, and the administrative offices of Rush Medical Rush University Bookstore College, Rush University College of Nursing, the College of Health Student Activities and Programming Sciences and the Graduate College . The Office of Student Life and Engagement sponsors programs Office of General Education Resources that are open to all Rush University students, faculty and staff . Medical Center and Facilities The primary objective of these programs is to enhance the Laboratories are located throughout the Medical Center complex Quick Copy Center co-curricular life of the Rush student community . In the past, but are principally found in Jelke-South center . Additional depart- the office has sponsored events including a robust Welcome mental laboratories are located in the Cohn Research Building Library of Rush University Medical Center Back Week, career workshops and a Current Issues in Health and in the Tech 2000 building located at 2000 W . Harrison Street . Care series, as well as a student organization fair, Constitution In addition to the main campus, Rush includes Rush Copley McCormick Educational Technology Center Day and Student Appreciation Week . In addition, the office Medical Center, located in Aurora, and Rush Oak Park Hospital, encourages exploration of Chicago’s many cultural, educational located in Oak Park . Media Services and social resources by regularly offering students discounted Directly across the Eisenhower Expressway from the main campus museum, theater, sports and movie tickets . The staff in the Office Rush Photo Group is the Triangle Office Building, which is home to Finance, Legal of Student Life and Engagement welcomes input and assistance Affairs, Philanthropy, Marketing and Communications, the Data from students in planning and implementing programming Rush Fitness Center Center and other functions of the Medical Center . events . Students wishing to become involved are encouraged to contact the Office of Student Life and Engagement at (312) The Office of Student Life and Engagement distributes a campus 942-6302 or via email at student_life@rush .edu . map to new students and publishes the Rush University Student

18 19 Career Development services for international students who are planning to study To achieve the goal and vision of the office, there is a commit- negotiate special rates for Rush students, so these conveniently The Office of Student Life and Engagement assists students at Rush and will need authorization from the United States ment to the following: located and competitively priced student apartments do go Citizenship and Immigration Services (USCIS) to do so . quickly! Interested Rush students should contact Tailor Lofts who are preparing for the internship/externship job search and • Student Development: Provides opportunities for students to during the spring semester to begin the application process . For residency application processes with resumes, curricula vitae, International Student Services serves students in the following participate in diverse leadership opportunities, professional more information, please visit http://tailorlofts info/. . cover letters, personal statements and interviewing techniques . ways: development, service learning, community engagement, and Monthly career workshops are offered, and a variety of career mentoring, while highlighting and encouraging wellness in • Representing Rush to the Student and Exchange Visitor Brokers resources are available in the office for student use, including students’ lives . workbooks, handouts and guidebooks . Many resources are also Program (SEVP) regarding the attendance of international Rush University also works with two brokerage companies to available on the RUConnected portal site . Students wishing to students • Education and Training: Offers ongoing trainings, webinars, provide additional assistance to students, free of charge, with make a one-on-one appointment (video appointments are avail- • Helping prospective students navigate issues concerning workshops, lecture series and events to promote diversity locating and securing other off-campus housing . Both compa- able for distance learners) for career assistance should contact international admission and inclusion awareness for students and the greater campus nies work with a variety of properties in the Chicago area and the Office of Student Life and Engagement at (312) 942-6302 community . • Issuing USCIS documents for F-1 students, to ensure compli- have been recognized for their great customer service . Be sure or via email at student_life@rush edu. . ance with established governmental policies and procedures • Supporting Academic Success: Assists in developing cultur- to mention that you are with Rush . ally inclusive co-curricular support programs that complement Students are also individually assigned academic advisors from • Consulting with current and potential students, academic and Downtown Apartment Company the learning environment and foster academic achievement . their associated colleges who are knowledgeable about the stu- administrative offices, staff, and faculty regarding nonimmi- www .downtownloop com. dent’s educational program . These advisors provide assistance in grant student issues • Campus Climate: Implements a systematic, continuous Email: rush@downtownloop .com curriculum selection, academic progression and professional and assessment of campus climate for students and action plans • Orienting new students to the Rush community in collabora- The Apartment People career development . to enhance and strengthen a welcoming, diverse and inclu- tion with the Office of Student Life www .apartmentpeople com. sive student environment . Publications • Helping international students be an integral part of the Please contact Lynn Kummerer directly at lynnk@apartment- The Office of Student Life and Engagement oversees the diversity and culture of the Rush community The Office of Student Diversity and Multicultural Affairs is located in the Armour Academic Center, room 984G . For people .com or (312) 335-9800 . publication of student-related materials, such as the Rush The International Student Services office is also available to serve University Student Handbook and the Online Picture Book . Both additional information, please call (312) 942-0725 . the needs of prospective international students and alumni . For Off-Campus Student Housing Guide the Student Handbook and the Online Picture Book may be additional information, please call (312) 942-5681 . accessed through the RUConnected portal site . Additional information about off-campus student housing, Campus Housing Chicago neighborhoods and transportation has been compiled in a guide that can be accessed by visiting the Student Life and Office of Student Diversity and Rush University provides a limited block of apartments at Engagement website or by contacting the Office of Student Rush University Counseling Center Tailor Lofts Student Apartments located at 315 S . Peoria Street, Multicultural Affairs Life and Engagement by email at student_life@rush .edu or by The Rush University Counseling Center is open all year and Chicago, IL 60607, to address current student housing needs The Office of Student Diversity and Multicultural Affairs strives to telephone at (312) 942-6302 . provides professional counseling at no charge to all currently while the University undergoes a new master facility plan . Tailor create an environment that is welcoming, inclusive and support- enrolled students . Individuals and couples explore a variety of Lofts Student Apartments are located one mile east of Rush’s ive for all Rush community members . The office aims to develop concerns ranging from academic problems to issues encoun- campus, just two stops away on the Chicago Transit Authority’s a community culture that embraces diversity, equity and inclusion Rush Community Service Initiatives tered in the course of clinical training . Students also seek help Blue line train . in both the educational and clinical environments . Accordingly, for anxiety, depression, relationship problems, insomnia, eating Program the office collaborates with all colleges in the recruitment of The amenities at Tailor Lofts Student Apartments include, but are disorders, sexual orientation and coming-out issues, bereave- The mission of Rush Community Service Initiatives Program is students and faculty reflective of the diversity that exists in the not limited to, the following: ment, family mental illness, and career decisions . The Counseling to provide community-based volunteer experiences for Rush communities Rush serves . These aims are undergirded by the • 24-hour security presence on first-floor entrance Center maintains strict standards of confidentiality . No informa- students that enhance their ability to work in interprofessional goal and vision of the office . tion regarding a student is released to anyone — inside or out- • Wi-Fi throughout the entire building teams, develop patient relationships, care for diverse popula- side of Rush — without prior consent of the student, within the Goal: • 24-hour Mac computer center with printing capabilities tions and provide targeted services based on community need . limits of Illinois law . Contact with the Counseling Center does Shape and sustain a positive multicultural environment for all • Laundry center and recycling facilities on every floor The program achieves this mission by: not become part of any other University record . The Counseling students at Rush University . • Kitchens in every unit (including microwave, stove and full- • Aligning volunteer experiences with the findings of the Rush Center is located in 701 Kidston House . Appointments may be size refrigerator) Community Health Needs Assessment scheduled by calling (312) 942-3687 . Vision: Rush will be known for creating and promoting a nurturing To ensure additional convenience, registered Rush students • Developing community programs that align with Rush’s com- multicultural environment in which faculty, students and staff residing at Tailor Lofts Student Apartments have their housing munity implementation plan from all backgrounds embody and respect attributes, values and costs, in addition to their tuition, billed through the University . International Student Services • Providing appropriate supports and training for student diverse perspectives which reflect the communities that we live volunteers International Student Services, housed within the Office of the in and that we serve . Rush has worked with Tailor Lofts Student Apartments to • Accessing the outcomes of community programs Registrar and located in 440 Armour Academic Center, provides

20 21 • Evaluating the effects of community service experiences on American Medical Student Association, the Graduate College Office of General Education Resources The students, faculty and staff of Rush University Medical Center the personal learning and development of the students Student Council, the Rush Chapter of the National Student may access online library resources, such as full-text journals, The Office of General Educational Resources offers a wide vari- Speech-Language-Hearing Association, the Rush Medical e-books and databases, from off-campus locations . For more For additional information, please contact: ety of services to Rush University students and faculty . Available College Student Council, the Rush Muslim Students’ Association, information, please call (312) 942-5950 . Sharon Gates services include Laboratory Services, Emergency Cardiac Care the Rush University Student Nurses Association and the Student Senior Director, Community Engagement Program and the Quick Copy Center . The office is located in the Reference librarians provide personalized information services to Occupational Therapy Association . A full listing and descriptions (312) 942-3670 Multidisciplinary Laboratory area on the seventh floor of the all members of the Rush community . Request a comprehensive of all approved organizations can be found on the Student Life Armour Academic Center, suite 720 . The classrooms are open to literature search or schedule individual or group instruction at and Engagement website . students 8 a m. . to 4:30 p .m ., Monday to Friday, and are closed your convenience to learn how best to use PubMed, evidence- Recreation Saturday and Sunday . Students who need special laboratory based medical databases, bibliographic management tools or For students interested in yoga and Pilates classes, Rush instruments or services for education or research projects should any other library resources . Call (312) 942-6784 or email lib_ University Medical Center Employee Wellness sponsors Voter Registration discuss such needs in advance with the staff . For questions, ref@rush edu. to make arrangements for individual or course- classes . For a class schedule, fees and other information, call Voter registration materials are available through the Office please call (312) 942-6791 . related instruction . (312) 942-5878 or visit www rush. .edu/health-wellness . of Student Life and Engagement, located in Armour Academic Center, room 984 . Voter registration can also be done online at www .cookcountyclerk .com/agency/register-vote . These voter Quick Copy Center McCormick Educational Technology registration materials allow for a student to vote in local, state Student Lounge Located on the seventh floor of Armour Academic Center, suite Center (METC) and federal elections . The Student Lounge, located on the ninth floor, north end, of the 780, this facility duplicates materials for educational purposes The McCormick Educational Technology Center (METC) is a Armour Academic Center (room 992), is equipped with couches, as well as general needs . A full range of services, including front media, computer and educational support center . Its mission is and back copying, three-hole punched copies, booklets and a flat-screen television, an email workstation, tables and chairs, Worship Opportunities to facilitate university teaching and learning through the use of a copy machine, and a kitchen (refrigerators and microwave other binding options, colored copying and a variety of large- media, computer software and instructional design assistance . ovens) . All students are invited and encouraged to use the facili- The Department of Religion, Health and Human Values provides format posters/banners, are offered through the center . Personal The METC houses a large collection of media, which are avail- ties of the lounge . A student ID proxy card mechanism located weekly opportunities for worship in the J . Hall Taylor Memorial work of one or more copies can be accommodated for faculty able for student and faculty use . Tablets, laptops, projectors, along the west corridor allows students 24-hour access to the Chapel, located on the first floor of the Kellogg building near and students at a reasonable fee . Quick Copy Center is open video and audio recorders, and other accessories are also avail- lounge via room 984 . elevator C, as well as special services on faith-group holidays . Monday through Friday from 8:00 a .m . to 4:30 p m. . able to students for limited checkout . Most media and equip- A Meditation Room, available at all times as a refuge for the ment may be reserved in advance . spirit, is located on the fourth floor Atrium Lobby . A directory Student Lockers of churches in the area is available by calling the Department Library of Rush University Medical The METC is home to three multimedia classrooms — room 902 of Religion, Health and Human Values at (312) 942-5571 . (capacity 10), room 903 (capacity 40) and room 908 (capac- At the time of orientation, the Office of Student Life and Center Chaplains are available for consultation about professional and ity 17) — and three media viewing rooms . Rush faculty can Engagement will assign lockers for the storage of coats, books personal issues . The library serves the education, patient care and research needs reserve multimedia classrooms through the Astra room sched- and other miscellaneous articles . Students who keep a change of the students, faculty, staff and patients at Rush University uling system . Students can use viewing rooms for study and of clothing in their lockers should use the restrooms as changing Medical Center . Visit the library on the fifth floor of the Armour group discussion . Workstations in room 917 (computer lab) are rooms . Lockers are located throughout the Armour Academic Rush University Bookstore Academic Center or at http://rushu libguides. com. . also available for students and residents . Students with a valid Center, and most lockers are shared with another student . The library offers a comprehensive collection of print and Rush University ID have computer lab access on a first-come, Be advised that Rush University assumes no responsibility The Rush University Bookstore, located on the ground level of online materials covering all areas of the health sciences . The first-served basis 24 hours a day, seven days a week . There are for the loss of personal property from lockers . If any difficul- Armour Academic Center, is a health sciences bookstore serv- library’s database collection features resources such as SCOPUS, two printers in the METC . Software installed on workstations ties arise with a locker, contact the Office of Student Life and ing the needs of students, faculty and staff at Rush University CINAHL, MEDLINE, and PsycINFO . Other online resources includes the Microsoft Office suite, Web browsers, secure exam Engagement, located in Armour Academic Center, room 984 . Medical Center . The bookstore stocks the required and recom- software, SPSS and various software requested by faculty for mended textbooks for courses offered at Rush University, as well include point-of-care reference tools such as UpToDate and instruction . as an assortment of reference and review books . Special orders ClinicalKey, which provide concise topic reviews, clinical guide- Student Organizations are handled by the bookstore and will generally be received in lines, extensive drug information and full text for a wide range The METC also coordinates the Academic Testing Center (ATC) one or two weeks . The bookstore also supplies Rush insignia of medical textbooks and journals . located in the Triangle Office Building . The ATC accommodates The Office of Student Life and Engagement recognizes the items, medical apparel and equipment, school supplies and If the library does not have an item, it can be requested from up to 75 students for testing, and includes a multipurpose wait- interests and goals of each student organization through stationery, convenience items, U .S . Postal Service stamps, and another library via interlibrary loan or I-Share . Books, journal ing area that can function as a collaborative learning space . The administrative and limited financial support . Students who wish miscellaneous gifts . articles, proceedings, dissertations and audiovisual materials ATC is reserved through the Office of the Registrar . to establish a new organization are encouraged to stop by the can all be requested from other institutions . Turnaround time office and speak with a staff member . Currently, there are more METC staff are available to partner with faculty to enhance and loan period depend upon the lending library . For details, call than 35 active organizations, including the Rush University instruction . Staff also assist with locating, previewing, evaluating (312) 942-5950 . Student Senate, the Rush Medical College Chapter of the

22 23 and acquiring commercially produced software and media Rush University/Academic Policies for use within courses, and can offer collaborative support with audio/visual projects using products such as Blackboard Administrative Offices Collaborate, Camtasia and Panopto . Office of the Provost Office of the Registrar METC staff provide assessment support to faculty by scanning and reporting results from optical mark reader (OMR) test Academic Resources and Policies forms and by providing online testing services . Academic Honesty and Student Conduct Rush University Honor Code Inappropriate Degree Usage Media Services Continuous Enrollment Credit by Proficiency Media Services, located in the Armour Academic Center, Academic Credit provides a wide range of audio/visual support for classrooms, Grade Point Average meeting rooms and auditoriums throughout the University and Grade Report the Medical Center . Additionally, Media Services provides rec- Grading and Numbering System ommendations to faculty, staff or students who are purchasing Graduation and Commencement audio/visual equipment . Please call (312) 563-2527 and press Thesis, Dissertation or Scholarly Project Requirements for 1 at the prompt to reach Media Services . Graduation Hazardous Exposure Procedures Health and Immunization Requirements Rush Photo Group Incomplete Grades Pass/No Pass Grading Option Rush Photo Group is an in-house multimedia department spe- Repeated Courses cializing in professional photography, videography and motion Repeated Courses: Rush Medical College graphics . The group’s work can be seen in print literature, bro- Room Reservations chures, publications such as Rush News and Inside Rush, and RULearning (Blackboard) social media postings, as well as on the Rush campus monitors . Students-at-Large Videos are used for patient education, recruitment and people Student Email Accounts profiles, to name a few areas . Student Account Management and Identity Security Student Identification Cards In tandem with the Marketing/Communications Department, Transcripts Rush Photo Group collaborates with departments throughout Transfer Credit the Medical Center and the University to effectively visualize Enrollment the Rush brand . Registration If you have a request for a photo or a video, please down- Adding or Dropping Courses load the Questionnaire for Photo/Video Proposals from the Auditing a Course Document Library, complete it and email it to the photo or Course Schedule video contact below . Independent Study Registration Process Withdrawal/Leave of Absence Rush Fitness Center Administrative Withdrawal Whether you’re trying to get in shape, lose weight, be more Voluntary Withdrawal active or unwind after a busy day, the Rush Fitness Center Leave of Absence meets your needs . Facilities include a variety of exercise Returning From a Leave of Absence machines and equipment, a fitness studio, cardio and strength Student Records training, stretching areas, locker rooms, and showers . Name, Address and Phone Number Changes Group exercise classes and personal training are also Privacy and Confidentiality of Student Records and FERPA offered . For questions, please call (312) 947-2348 or email rushfitnesscenter@rush edu. .

24 25 Administrative Offices serves as a key advisor to the University and college leadership Examples of conduct that would subject a student to disciplinary scientific misconduct, and I shall treat all persons with the great- to integrate enrollment management services for the student action include but are not limited to: est respect and dignity, just as the ethical codes of Rush University Office of the Provost body . • All forms of academic dishonesty, including but not lim- Medical Center and my future profession demand . The provost is the chief academic officer of the University . The The director of interprofessional education, through the Office ited to cheating; plagiarism; collusion; gaining or seeking I recognize that behaviors that impede learning or undermine aca- provost oversees academic policies and activities throughout of Interprofessional Continuing Education, is responsible for unfair advantage in relation to any work submitted; helping demic, research and clinical evaluation, including but not limited to the University . Responsible for strategic planning, the provost providing continuing education programs that advance Rush’s others to gain an unfair advantage; removing examination falsification, fabrication and plagiarism, are inconsistent with Rush provides leadership in setting the vision for the University and in practitioners’ contributions to quality health care, enhance materials from a secure examination area; the unauthor- University values and must be reported . fulfilling the University’s mission . Management of the colleges their professional growth and position Rush as a leader in ized downloading or copying of examinations that are given is accomplished through the deans, who report directly to the Implementation of the Honor Code providing continuing education to the larger health care online; fabricating assigned academic work, including clinical provost . assessments, and presenting them as authentic; facilitating This Honor Code (from now on referred to as the Code) sets the community standards for expected professional behavior within the University The associate provost for research affairs has overall responsibil- academic dishonesty; unauthorized examination behavior The associate provost for institutional research, assessment and the Medical Center . Commitment to this Code is a shared ity for research activity and policy at the University and oversees • Obstruction or disruption of teaching, research, adminis- and accreditation is responsible for providing accurate and responsibility of all faculty, staff and students within the Rush all aspects of the research enterprise within the University . This tration, clinical practice and community outreach or other reliable data in support of planning, policy making, academic University community to ensure the highest standards of behavior, investment is critical to achieving Rush University’s vision to be University/Medical Center activities assessment and program reviews, in accordance with the insti- whether in the classroom, the laboratory or the clinical setting, and the “leading health sciences university committed to transform- • Falsification of student records, transcripts or financial aid tution’s missions and strategic goals, by leading the Office of to ensure that education obtained at Rush provides a sound foun- ing health care through innovative research and education ”. The forms or applications dation for each student’s future success as an academic, scientific or Institutional Research, Assessment and Accreditation (OIRAA) . Office of the Associate Provost for Research, working with the • Theft of or damage to University/Medical Center property or healthcare professional . The OIRAA serves Rush University by providing leadership and Office of Research Affairs (ORA), supports faculty and staff in the property of a member of the University/Medical Center support in the area of institutional research, accreditation, Code Enforcement collaborative research . The ORA comprises six distinct divisions community assessment and regulatory affairs . Any violations of this Code or suspicion of student or academic intent on delivering high-quality service, support and counsel to • Threatened or physical abuse of any person, or action that misconduct should be reported to the student’s college for further the Rush research enterprise, faculty, staff and students . Office of the Registrar threatens or endangers the safety of others review in accordance with the procedures specified by that college . The associate provost for faculty affairs is responsible for the The Office of the Registrar (located in 440 Armour Academic • Misrepresentation, falsification, alteration or misuse of Each college will be expected to set standards for addressing Honor University’s activities in the Office of Faculty Affairs, which Center) supports the academic mission of the University by University/Medical Center documents, records or identifica- Code violations and cases of misconduct in a fair and consistent tion, or research data advances institutional integration and offers a full range of facilitating the transition of students from matriculation to manner that best fits its respective student population . Students support for faculty, such as faculty development and mentoring, degree completion; interpreting and enforcing established • Unauthorized use of or entry into University/Medical Center refusing to sign must submit a letter to their dean’s office explain- faculty recruitment, and faculty management including onboard- academic and administrative policies and procedures; over- facilities ing why, and adherence to the Code is required for matriculation, ing, promotions and retention . Global health activities are also seeing the Family Educational Rights and Privacy Act of • Conviction of a crime deemed serious enough to render the whether or not the document has been signed . The Code may also be enforced for off-campus actions when the student is represent- coordinated within this office . 1974 (FERPA); scheduling all classroom space in the Armour student unfit to pursue the profession the student is prepar- ing himself or herself as a member of the University . The senior associate provost for educational affairs is responsi- Academic Center; issuing student identification cards; fulfilling ing to enter ble for University operations and planning as well as the coordi- transcript and credentialing/licensing requests; and providing • Conduct that is inconsistent with the ethical code of the Commitment nation of academic resources, programs and services in support accessible, reliable, responsive and courteous personal services profession the student is preparing to enter By signing below, I affirm my commitment to this Code and pledge of an exceptional, distinctive and inclusive student experience . and support that meet the diverse needs of the University’s • Unlawful use or possession of controlled substances on the to act with integrity and adhere to the Rush University values of Responsibilities include oversight of the chief student experience students, faculty, staff, administration and alumni . More spe- Medical Center campus Innovation, Collaboration, Accountability, Respect and Excellence . I officer, the chief enrollment management officer and University cific information about the Office of the Registrar is available • Unauthorized possession or concealment of firearms or other understand that this signed document becomes part of my perma- registrar, the McCormick Educational Technology Center (METC), at www .rushu .rush .edu/rush-experience/student-services/ weapons on Medical Center premises at any time nent record, and I must uphold the letter and spirit of this Code office-registrar . throughout my Rush education . library services and University facilities . • Attempting to gain access to another’s email or computer The chief student experience officer provides operational account, username or password Inappropriate Degree Usage leadership in support of the following offices: Student Life and • Knowingly setting off false fire, safety or security alarms Academic Resources and Policies A student may not refer to himself or herself as having earned a Engagement, Student Diversity and Multicultural Affairs, Student • An accusation of student and/or faculty academic dishonesty specific degree until all of the following are accomplished: Disability Services and the Counseling Center . This officer leads Academic Honesty and Student Conduct or misconduct made in bad faith • All degree requirements have been successfully completed . University initiatives for student services, wellness and support, Rush University students and faculty belong to an academic • A completed Degree Approval Form has been submitted to the student housing, health insurance, and the University’s Title IX community with high scholarly standards . As essential as Rush University Honor Code Office of the Registrar . initiatives . academic honesty is to the relationship of trust fundamental The Rush University Honor Code is as follows: • The official date of graduation for a particular term has been The chief enrollment management officer and University to the educational process, academic dishonesty violates one I pledge that my academic, research and/or clinical work will be reached . registrar leads the Office of the Registrar, Student Financial of the most basic ethical principles of an academic community, of the highest integrity . Aid, University Enrollment Services, University Systems and and will result in sanctions imposed under the University’s A student who disregards this policy will be referred to the commit- I shall neither give nor receive unauthorized aid; I shall not Operations, and International Student Services . This officer also disciplinary system . tee that addresses professional ethics violations for that student’s represent the work of others as my own; I shall not engage in program or college .

26 27 Continuous Enrollment Academic Credit which grade points are earned and show a cumulative GPA for courses count toward their undergraduate programs of study; Rush University requires continuous enrollment in the majority Academic credit is awarded to a student upon the success- all work taken at Rush University for each program degree level . thus the credits and grade points will be calculated as part of the undergraduate transcript . of its academic programs from the time a student matriculates ful completion of an approved instructional course or by the When a course is repeated, only the most recent attempt is through a student’s graduation . Exemptions for the summer demonstration of competencies, proficiencies, or fulfillment of computed in the GPA, although all grades will display on the Grade Report term only include both first-year medical students and Health learning outcomes equivalent to that provided by an approved transcript . Students can access RUConnected for their grade report . Grade Systems Management majors . Students who are not officially instructional course . reports are not mailed to students . Printed copies of a student’s enrolled or have not submitted a Petition for Leave of Absence No grade points are assigned for work taken on a pass/no pass One unit of academic credit is the measure of the total time grade report are unofficial and intended for the student’s or a Voluntary Withdrawal form risk being administratively with- basis, and therefore such work is not computed in the GPA . commitment a typical student is expected to devote to learning personal use and should not be accepted by another college/ drawn from the University . Undergraduate students who are required to enroll in courses per week of study . university in lieu of an official transcript . A student enrolled in a noncredit residency or academic enrich- that typically are taught at the graduate level will have these Total time devoted to learning includes but is not limited to ment program prior to receipt of his or her degree must be classroom or faculty instruction in either a synchronous or asyn- registered for the Continuous Enrollment course to retain his or chronous mode; time devoted to individual conferences with Grading and Numbering System her student status . instructors; reading and completion of learning activities and Any degree or certificate student not enrolling in a new course assignments; posting in online discussion forums; performance Grade Points Description but needing to replace an outstanding incomplete grade must demonstrations; examinations; work associated with comple- register for the Continuous Enrollment course until the grade is tion of capstone assignments, thesis, or dissertations; labora- A 4 0 . Excellent satisfied . tory work; clinical practica; or any other activity required of the B 3 0 . Good student . A student who is auditing a course and not allowed in other C 2 .0 Satisfactory for undergraduates but may not be acceptable at the graduate level courses during the same term must register for the Continuous One hour of credit is an amount of work represented in D 1 .0 Minimal pass for some undergraduate programs . May not be acceptable at graduate level . Enrollment course to be charged appropriately . intended learning outcomes and verified by evidence of student Not used at the graduate level by the College of Nursing, the Graduate College, or the achievement that reasonably approximates not less than one Department of Health Systems Management . Credit by Proficiency hour of classroom or direct faculty instruction and a minimum of F 0 Failure A student who passes a proficiency examination at Rush two hours of out-of-class student work each week for approxi- University will earn academic credit toward the degree . mately 15 weeks for one semester or one trimester hour of P 0 Passing credit or 10 to 12 weeks for one quarter hour of credit, or the Programs have the discretion to offer credit by proficiency HP 0 High Pass (only used by Rush Medical College for third- and fourth-year clinical courses) (e .g ., standardized examinations such as ACT-PEP Challenge equivalent of at least 37 .5 hours of work for one semester or or Advanced Placement exams) and/or achieved prior learning one trimester hour of credit or 25 hours of work for one quarter N 0 No Pass (such as Continuing Education Units) . Rush Medical College hour of credit . In this context, an hour of work is defined as 50 H 0 Honors (only used by Rush Medical College) does not offer credit by proficiency . minutes . W 0 Withdrew between weeks 2 through 5; also used by Rush Medical College when a circumstance Credit by proficiency and/or achieved prior learning is based Course credits are not calculated for Rush Medical College and beyond the student’s control prevents completion of course requirements regardless of withdrawal upon documented equivalence with courses offered by the second- or third-year Physician Assistant Studies courses; how- date during the quarter ever, the number of weeks of clinical experiences appears on the program . The minimum standards and format for demonstrat- K 0 Credit earned through proficiency examination ing proficiency are determined by program faculty . Formats for student’s transcript . Credit hour assignment for time spent in demonstrating proficiency may include departmentally devel- clinical practica, internships, seminars and laboratory work vary T 0 Credit accepted in transfer from another college/university oped examinations, licensure/certification exams, portfolios and according to college or program requirements . CIP/IP 0 Course in progress and grade not reported competency demonstrations . I 0 Incomplete Grade Point Average Credit awarded by proficiency will equal the credit value of the A grade point average (GPA) is not reported for Rush Medical NR 0 No Record (not used after summer 2009) course(s) as listed in the Rush University Catalog under which College students . Transfer credits from institutions outside of the student matriculated . Information that is posted on the CC 0 Course continues into the next term . Grade received at end of series is grade for entire course . Rush University are not included in the GPA calculation . Transfer transcript for approved credit is the prefix, number, and title of AU 0 Audit credits internal to Rush University are included in the GPA the course section, the credits awarded, and the grade of “K” . calculation . Separate GPAs are calculated for a student’s under- XX 0 Participation in an ungraded course or residency Credit for the course will appear in the appropriate term as graduate and graduate records . The GPA is calculated using all XIP 0 Mandatory training course completion is in progress . credit earned . Credit earned by this mechanism will not be used grades in courses that could count toward the program . The GPA XC 0 Satisfactory completion of mandatory training course in calculating the student’s grade point average (GPA) . is recalculated from zero when a student successfully completes A fee or partial tuition related to what the student would have a program and matriculates into a new program at the graduate been charged may be assessed . or professional level . Transcripts show the GPA for each term in

28 29 Graduation and Commencement Rush University to print and/or announce the following: term . The student’s transcript, diploma and other notification of Hazardous Exposure Procedures Registration • Student’s name as indicated on the Intent to Graduate form degree conferrals will be held until a student’s financial obligation A hazardous exposure incident is defined as follows: eye, mouth, has been met . Outstanding financial obligations have no effect on Students must be registered for the term in which they graduate . • Honors or awards received mucous membrane, non-intact skin contact or parenteral expo- the awarding of degrees . sure to blood or potentially infectious or hazardous materials • Previous colleges/universities attended Application for Graduation that result from the performance of a duty related to a student’s • Prior degrees earned Latin Honors Only Rush University students who are candidates for a degree educational program . The Degree Approval form must be submitted after all academic Candidates for the Bachelor of Science degree who have demon- may participate in the commencement ceremony . Certificate Procedure at Rush University Medical center: candidates are ineligible to participate . degree requirements are completed . These include the following: strated academic excellence are honored at commencement by the Rush University faculty . Those earning a 3 40. to 3 59. cumulative 1 . Wash injured area with soap and water . Use water only for • All program prerequisites, including general education Although Rush University has multiple graduation dates during grade point average at Rush are awarded the Bachelor of Science the eyes, nose or mouth . requirements which degrees are conferred, the University has only one com- degree cum laude; 3 60. to 3 79,. magna cum laude; 3 .80 to 4 .00, 2 . Immediately report the incident to your preceptor, supervisor mencement ceremony . • All courses required in the major program of study and summa cum laude . Only Rush University courses are calculated and/or course instructor . Do not complete the employee injury completion of required cumulative credit hours Students are invited to participate in the commencement cer- into the GPA . Latin honors appear on the student’s transcript report . emony if either of the following is true: • Residency requirements and diploma and are typically announced during the graduation 3 . Immediately call and then report to Employee and Corporate • Dissertation/thesis defense (if required by college) exercises, including the commencement ceremony and at college/ Health Services (ECHS) during regular hours (Monday to • They graduated in the fall, winter or spring term immediately departmental convocation/awards ceremonies . Friday, 7:30 a .m . to 4:00 p .m .), room 475, fourth floor of the preceding the current academic year’s ceremony . • Submission of the dissertation/thesis to the library (if applicable) Atrium, 1650 W . Harrison Street, (312) 942-5878, for blood/ • They are anticipated to graduate at the end of the spring or Graduation Prizes and Awards body fluid exposures only . Those with exposures to hazardous • Achievement of the minimum cumulative GPA of 2 .0 for summer terms that immediately follow the current academic Many prizes and awards are given at the time of graduation . materials or other injuries should report to the Emergency undergraduate and 3 .0 for graduate students (not applicable year’s ceremony . Award winners are identified in the commencement ceremony pro- Department (ED) and follow up with health care providers . to Rush Medical College) Doctoral students writing a dissertation must provide the title of gram and in college/departmental convocation/awards ceremony Medical students should follow up with Lifetime Medical their dissertation by the date indicated on the Degree Approval The student’s transcript, diploma and other notification of degree programs . Associates . Form in order to have that title included in the commencement conferrals will be held until a student’s financial obligation has 4 . If ECHS is closed, immediately report to the ED, first floor of Thesis/Dissertation/Scholarly Project program . been met . the Tower, 1620 W . Harrison Street, (312) 947-0100 . Please Requirements for Graduation bring your student ID or indicate that you are a student and Publication of a student’s name, academic credentials and/ Outstanding financial obligations have no effect on the awarding Doctor of Philosophy (PhD) candidates must complete a disser- not an employee . If a student is seen in the ED, that student or dissertation title in the commencement program does not of degrees . tation . The Doctor of Nursing Practice (DNP) program requires must report to ECHS on the next business day . Medical stu- indicate that a degree has been officially conferred by Rush completion of a scholarly project . Some master’s programs require Rush University degrees are dated the day following the last dents should follow up with Lifetime Medical Associates . University . day of the term in which the degree requirements are com- a thesis to meet degree requirements . 5 . Supply the ECHS or ED nurse or physician with the follow- Students must be registered for the term in which they graduate . pleted . Degree requirements must be fully met before the next Each thesis/dissertation/scholarly project must be original and can- ing information on the source: name, date of birth, medical term officially begins; otherwise, the student will be required to All degree-seeking students must submit both Intent to not have been used to meet the requirement of any other degree, record number, known medical diseases (Hepatitis B, HIV) register for the subsequent term and will graduate at the end of Graduate and Degree Approval forms to the Office of the either at Rush University or at any other university . and patient room number . All information is recorded confi- that term . Registrar by the published deadlines . Each student will have a committee whose role is to assure that dentially in the Blood/Body Fluid Exposure Record . Candidates for the Bachelor of Science degree who have demon- Students who do not submit either the Intent to Graduate form the student’s thesis/dissertation/scholarly project is of high quality 6 . If the incident occurs in the operating room, have personnel strated academic excellence are honored at commencement by or the Degree Approval form by the published deadline risk a and meets the standards of the program and the University for draw two red-top tubes on the source and label with source the Rush University faculty . Those earning a 3 40. to 3 .59 cumula- delayed graduation and may be charged a processing fee . originality, contribution to the field, and scholarly presentation . information, and take to ECHS/ED . Students will be counseled tive grade point average at Rush are awarded the Bachelor of or treated as deemed appropriate by ECHS or ED personnel . The student’s signature on the Intent to Graduate form signals Science degree cum laude; 3 .60 to 3 .79, magna cum laude; 3 .80 Review of a thesis/dissertation/scholarly project will follow the 7 . Follow up with ECHS as directed for follow-up lab work and that the student is ready to graduate; allows, only for purposes to 4 .00, summa cum laude . Only Rush University courses are sequence of steps as described by each college, including the treatment as indicated . Only medical students will follow up of the ceremony, the release of directory information restric- calculated into the GPA . Latin honors appear on the student’s prescribed preparation manual for each degree . with Lifetime Medical Associates (LMA) . tions enacted by the student through his or her signature on the transcript and diploma and are typically announced during the Students must give a public presentation of the knowledge devel- 8 . If you are not on the Rush main campus, follow the protocol Directory Information Restriction form; permits Rush University graduation exercises including the commencement ceremony and oped through the thesis/dissertation/scholarly project process to at your facility . If directed to the Rush ED facility, bring source to release the student’s name and address to the external at college/departmental convocation/awards ceremonies . the academic community . photography vendor with whom Rush contracts and to have the patient information (no . 5) and source blood in two red-top Awarding of Degrees vendor place photographs of the student on its website; permits Public presentation of the thesis/dissertation/scholarly project must tubes with source information . Email RU .Report_Exposures@ Rush University degrees are dated the day following the last day the University to publish the student’s picture in a picture com- precede the final approval by the thesis or dissertation committee . rush edu. with the exposed student’s name, college, course, of the term in which the degree requirements are completed . posite; for medical students, permits publication of the student’s A copy of the thesis/dissertation must be approved by the director date, time and details of exposure for follow-up and bill- Degree requirements must be fully met before the next term offi- name, photograph, prior degrees and universities/colleges of the Library of Rush University Medical Center for conformance ing . Follow-up care should be received at ECHS or Lifetime cially begins; otherwise, the student will be required to register attended in the Rush Medical College yearbook; and permits to publishing requirements and copyright compliance . Scholarly Medical Associates . for the subsequent term and will graduate at the end of that projects are not reviewed by the library .

30 31 Phone Numbers Students May Need: will be prohibited from registering for the next term and may Repeated Courses Course Availability and Retention Rush University Counseling Center be disengaged from the program until these requirements are Some courses, such as research and clinical courses, may be Courses in RULearning are available to students on the start date (312) 942-3687 met . Late registration fees will apply . repeated . These are usually indicated in the course description . of the term . • Students should be aware that clinical sites outside of Rush All grades and grade points are counted in the GPA for these Rush University Medical Center Campus Security Courses will be retained in RULearning for one year past their may have additional requirements . courses . For all other courses that are repeated, only the most (312) 942-5678 expected end date . At the end of this period of time, courses recent grade is counted in the GPA . Both the original course and Rush University Medical Center Emergency Room Students with a medical or religious exemption will be required to will be archived and removed from RULearning . Students will the repeated course appear on the student’s transcript . (312) 942-0100 adhere to state and hospital policies concerning infection control . be informed how to download relevant information from their Rush University Medical Center Employee and Corporate courses that they might need after leaving Rush . Incomplete Grades Repeated Courses: Rush Medical College Health Services The grade of incomplete (“I”) is given only when circumstances All instances of a course are represented on the student’s official (312) 942-5878 System Availability transcript . Course and exam remediations are also represented . beyond the student’s control prevent completion of course The Blackboard system is available on campus via the Rush net- Rush Hotline requirements and the student has received permission to defer work and off campus via public Internet . System maintenance is (877) 787-4009 Room Reservations completion of these unmet course requirements . performed every Sunday between 2 a .m . and 6 a .m . Central time . Office of Medical Student Programs To schedule the use of classrooms, lecture halls and auditoriums Students must be enrolled during the term in which course The system may be unavailable during this time . (312) 942-6915 in the Armour Academic Center, individuals should request a requirements are completed . Students enrolling only to complete room from the Office of the Registrar . The Office of the Registrar Lifetime Medical Associates Students-at-Large requirements for a course in which a grade of incomplete was will assist in making room reservations for classes, meetings and (312) 942-8000 Individuals who have not formally matriculated to a degree or given must register for the Continuous Enrollment course (XXX campus events based on room availability . Priority for rooms is certificate program but who want to enroll in a course may do so 999) for zero credit hours . Upon completion of the course require- given to instructional/class meetings, followed by standing meet- Crisis Lines: by completing the Student-at-Large application . ments, the “I” grade will be replaced by the new grade earned in ings, ad hoc meetings, student organizations and other requests Chicago Police Department the course . on a first-come, first-served basis . Students are not allowed to take Rush Medical College courses 911 as a student-at-large . A student receiving a grade of “I” in a course may not begin Student events must have the approval of the Office of Student National Suicide Hotline another course for which the incomplete course is a prerequisite . Life regarding the date and time of the event and either the orga- Students are not allowed to take clinical courses as a (800) 273-8255 A student who fails to remove the incomplete grade within the nization faculty sponsor’s or the Office of Student Life’s verifica- student-at-large . YWCA Rape Crisis Hotline specified time period will receive a final grade of “F” or “N” in tion regarding the sponsorship of the event . An instructor is not obligated to accept a student-at-large in his (888) 293-2080 the course . It is the student’s responsibility to pursue the comple- or her class . Alcoholics Anonymous 24-hour Hotline tion of an incomplete grade RULearning (Blackboard) (312) 346-1475 Students in the College of Nursing, the College of Health RULearning (Blackboard) is a web-based learning system for A final grade will be assigned to any course taken as a student-at-large . Individuals should be sure they have the Narcotics Anonymous 24-hour Hotline Sciences, and the Graduate College and students-at-large must course management and delivery . Instructors may use Blackboard appropriate preparation to take any courses they register for as (708) 848-4884 complete the unmet course requirements, typically within one to provide students with course materials, discussion boards, term after the term in which the incomplete grade was assigned online exams, virtual chats and more . The degree to which students-at-large . Northwestern Memorial Hospital 24-hour Hotline and not to exceed one calendar year, unless an extension is Blackboard is used in a course varies . Some courses may be Students in degree or certificate programs have enrollment prior- (312) 926-8100 approved . Students in the College of Nursing may not register for conducted entirely online through Blackboard, without any on- ity over students-at-large . Domestic Violence Helpline (City of Chicago) new courses if they have two or more incomplete grades . campus sessions, while others may use Blackboard as a supple- Students-at-large may be removed from a course if degree- or (877) 863-6338 ment to face-to-face sessions . Rush Medical College students will be informed by the course certificate-seeking students need to enroll in that class . If a Sarah’s Inn Hotline (domestic violence) instructor and the Office of Medical Student Programs regarding student-at-large is removed from a class that he or she has (708) 386-4225 Account Creation the specific time frame in which an incomplete grade must be already paid for, a full refund will be issued . Students will have RULearning accounts created for them auto- resolved . Health and Immunization Requirements matically . Students will gain access to their RULearning account A student may accumulate no more than 12 credit hours of Program-specific health and immunization requirements are deter- Additional college-specific policies may apply . approximately a month prior to their first term at Rush, but academic credit as a student-at-large . These hours may be taken mined by each college and/or academic program: typically will not be able to review course content until the term within one term or over a period of time . Registration as a Pass/No Pass Grading Option • Students are notified at the time of admission by the college begins . student-at-large that results in more than the allowable number Designated letter-grade courses may be taken as pass/no pass or program of the health and immunization requirements for of hours in the student-at-large status can only be authorized by based on approval by the course/program director . The pass/no Account Deactivation matriculation into the University . the dean or associate dean of the college offering the course(s) . pass option is college and course specific, as is the proportion of RULearning accounts for students will remain active for the dura- • Students must comply with annual health and immunization Credit earned as a student-at-large will not necessarily apply courses that can be taken pass/no pass . The decision to take a tion of their affiliation with the University . Students’ accounts will requirements . toward a Rush degree, if the individual is subsequently admitted course for a pass/no pass grade cannot be changed after the first be deactivated 14 days after their graduation or their affiliation to a degree program . • Students who do not submit the proper proof of fulfilled health Friday of the term . with the University ends . and immunization requirements by the designated deadline

32 33 Any incomplete (“I”) grade earned as a student-at-large will Information proprietary to Rush University Medical Center may • Any Rush policy addressing privacy; confidentiality; or the use Transcripts From Previous Institutions revert to a permanent failing grade (“F”) unless completed by not be shared outside the organization without the approval or disclosure of patient, staff, physician, student or other data As a part of the application for admission process, Rush the end of the next academic term . It is the student’s responsi- of management . Patients’ HIPAA-protected information may University requires final and official transcripts from all institu- bility to pursue the completion of an incomplete grade . qualify as a medical record and is considered confidential . Student Identification Cards tions of higher education that a student attended, regardless of Student-at-Large applications are only accepted during the Therefore, email related to patient care, treatment, therapy or Rush students are required to wear their student ID card at all whether or not a degree was earned . designated priority registration period for continuing students testing should be incorporated into the patient’s medical record times while on campus . Students not wearing a valid student ID or be encrypted . Rush University Medical Center is not respon- card could be asked to leave the University or Medical Center Rush University requires an independent evaluation of foreign for the term in question . Late forms will only be accepted if credentials in the case when a student earned a degree outside authorized by the dean or associate dean of the college offering sible for the content of emails received . and related clinical sites . A valid student ID card is needed to access and use the library, laboratories, bookstore and student of the U .S . or Canada . the course(s) . Examples of actions that may be subject to disciplinary action lounge and is required for admission to some school events . Non-medical school graduates from foreign institutions require Student-at-Large applications will only be processed with full include the following: course-by-course U .S . equivalency reports . Evaluations of other tuition payment and all appropriate approvals . • Sharing account information, including user name and The student ID card is valid only while the student is enrolled at types will not be accepted . Applicants should not submit foreign password Rush University and is immediately deactivated upon gradua- Students-at-large who qualify for Rush University Medical tion, withdrawal or dismissal from the University . Students must transcripts in lieu of a foreign credential evaluation . Center employee LEAP tuition assistance must have applied for • Attempting to gain access to another user’s password, user return the ID card to the Office of the Registrar upon separation International medical school graduates can provide proof of LEAP tuition assistance by the end of the designated prior- name or email account from the University . Certification from the Educational Commission for Foreign ity registration period for continuing students for the term in • Attempting to read, delete, copy or modify the email of other Medical Graduates (www .ecfmg .org) in lieu of a course-by- question . Please note that the designated priority registration users New students who attend a formal orientation program will course evaluation from an evaluator on the list of approved period may end earlier than the normal LEAP tuition assistance • Posting email messages with sexually explicit images or be issued their ID card during the orientation . Otherwise, new evaluators below . deadline for degree- or certificate-seeking students . language that may be construed as harassment or disparage- students can request an ID card from the Rush Security Office starting the Friday before the official beginning of the term in Students cannot be admitted to a Rush University degree or ment of others based on a person’s race; color; sexual orien- Individuals who apply using a Centralized Application Service which the student is matriculating . certificate program if they have had a probationary event as tation; gender identity and/or expression; religion; national (CAS) should submit their final and official transcripts and/or a student-at-large . Students who have already been admitted origin; ancestry; age; marital or parental status; disability as The Armour Academic Center building opens at 5:30 a .m . and foreign credential evaluations directly to the CAS . defined by Section 504 of the Rehabilitation Act of 1973, when a probationary event occurs will have their admission is locked at 7:00 p .m ., Monday through Friday . On Saturday, Individuals who are taking prerequisite or other course work not the Americans with Disabilities Act of 1990 or the Americans rescinded or be dismissed from the program . In order to be the building opens at 8:00 a m. . and is locked at 1:30 p m. . The listed on their CAS application need to submit their final and with Disabilities Act Amendments Act of 2008; veteran status; considered for admission, an applicant must be considered in building is closed on Sundays and holidays . If a special event official transcripts to Rush University . NursingCAS applicants pregnancy; or any other category protected by federal or good academic standing . is going on in the building or a special request is made, the should submit all final transcripts directly to the CAS system . state law or county or city ordinance opening and closing times may change . As always, any visitor Individuals who applied via CAS and whose degree was not Student Email Accounts • Spamming may enter Rush through the main visitor entrance in the Atrium conferred at the time of the application must submit to Rush Rush University creates an email account for each student prior building and request a visitor pass . University their final official transcript with information on the to the student’s first term . Students are expected to check their Student Account Management and In order to make it easier for students to enter the Armour degree conferred . NursingCAS applicants should submit all final email account with regular frequency because Rush University Identity Security Academic Center after the building has been locked at night transcripts directly to the CAS system . considers email an official means of communication . Often, Every approved user will be provided an individual computer and to utilize new and extended-hour study spaces, an ID card students are notified of important news and deadlines via the account with a unique password . Users are able to update their Non-CAS applicants must submit their official/final documents reader has been installed on the ground floor of the Armour campus email system . Students should also use their Rush email passwords at https://resetmynetworkid .rush .edu . Generic sign- directly to Rush University . Academic Center near the Rush University Bookstore . Rush account to communicate with faculty and staff instead of send- on passwords used by groups of individuals are not allowed . students, faculty and employees may utilize this card reader . ing an email using a personal email account . Sharing a sign-on and password or the unauthorized access to Transcripts From Rush University another person’s computer account is not permitted and can Temporary ID badges are available in the event that authorized Copies of academic transcripts can be obtained at no cost to the Should problems arise with a student’s email account, the lead to disciplinary action up to and including dismissal . personnel have forgotten their original ID . Students may obtain student . The transcript is released only with written consent of student should contact the Help Desk at (312) 942-4357 or via a temporary ID 8 a .m . to 4 p .m . Monday through Friday at the email at help@rush .edu . Every Rush-affiliated user is responsible for every transaction the student or as consistent with legal requirements . Transcripts originating from his or her computer account . Accounts that are Rush Security Office . The temporary ID will allow access for a will not be released if the student has an outstanding financial Graduates of Rush University and students who end their affili- not used for nine months may be deactivated without notice by 24-hour period . If the temporary ID is not returned after the obligation to the University . ation with Rush prior to graduation should have access to their expiration, neither the temporary ID nor the original ID will work Information Services . Students may complete a Transcript Request form available from Rush email account for 14 days after graduation . until the temporary ID is returned . The temporary ID represents Anyone engaging in unauthorized use, disclosure, alteration or the website of the Office of the Registrar or by writing to the your original ID . If either is lost, there is a $10 replacement fee . Rush University Medical Center has the right to assign, reassign destruction of data is subject to disciplinary action . Computer Office of the Registrar, Rush University, 600 S . Paulina St ., Suite If the ID card is damaged or stolen, the replacement fee will not or terminate any individual’s access to electronic communica- accounts may not be used in any manner that would be illegal 440, Chicago, IL 60612 . Fax requests are honored at (312) 942- be assessed if either the damaged ID card or a copy of a police tions, information systems or networks and take disciplinary or violate the following: 2310 . The letter or fax must include the handwritten signature report is received by the Rush Security Office . actions, up to and including dismissal, in response to any negli- of the student . Five to six business days should typically be • Rush University Medical Center’s Code of Conduct policy gent or deliberate misuse thereof . Email belongs to the recipient . allowed for processing . A user’s mailbox is treated in the same manner as any other file belonging to that user .

34 35 Transcript requests by Rush Medical College students to be used Enrollment Registration Course Schedule in support of residency applications should be made to the Office Enrollment Status Definitions Adding/Dropping Courses The course schedule is available through the RUConnected stu- of Medical Student Programs rather than to the Office of the dent portal . Typically, the course schedule will be available one Students who are working toward a degree or certificate and who The first Friday of the term is the last day a course can be added Registrar . A Medical Student Performance Evaluation letter is week before the priority registration period begins . The Office are enrolled at least half-time may be eligible for student financial through RUConnected without instructor approval . A course included with these requests . Copies issued to students will be of the Registrar will generally send an email announcement to assistance . These students may also be eligible to have their federal dropped during the first week of the term will not appear on the stamped in red ink as “Issued to Student ”. All transcripts bear students’ Rush University email accounts regarding availability educational loans deferred . Students are considered full-time or student’s transcript . After that date, one of the following applies: the signature of the University registrar . of the course schedule . Registration dates and deadlines are half-time based on the criteria below . • Course(s) dropped beginning in week 2 (the fourth week prior also published in the academic calendar . Transfer Credit to the end of the term) will be issued a grade of “W” for the Full-time Half-time Changes to the course schedule, including updates to meet- Rush University may accept up to 90 quarter hours or 60 semes- course . ing times, instructors, classrooms and added/closed/canceled ter hours of credit toward General Education and other lower- Medical Students All enrolled medical students • For course(s) dropped during the three weeks prior to the end courses, will be updated in RUConnected . level course requirements . are considered full-time . of the term, the student will receive the grade earned for the course work . Graduate-level transfer credit is subject to the approval of the Graduate Students 9 credit hours 4 .5 credit hours Independent Study • No course may be dropped after the last day of classes or after major advisor, program or division director, or designated college Undergraduate Students 12 credit hours 6 credit hours If a student wants to register for independent study, the educa- a final evaluation of the student has been delivered . No with- administrator based on an evaluation of quality and equivalence . tion coordinator or course instructor offering the course must drawals are allowed during the final examination period . For graduate-level programs, no more than one-third of the total approve the course and its objectives . Then the student forwards Rush Medical College students wishing to change their clinical number of required credits may be granted to a student as trans- Full-Time Registration for PhD Students the independent study course request form, including the schedules must contact the Office of Medical Student Programs at fer credit for work done at another graduate institution . A full-time PhD student is one who is matriculated and meets the instructor, course title, course description, number of credit hours least four weeks before the start of the scheduled rotation . conditions for each term noted below: and grading system, to the Office of the Registrar . Rush University will not refuse to consider transfer credit based For additional information concerning tuition refunds, please refer on the accreditation of the sending institution . • Registers for nine or more graduate credit hours in an academic The Office of the Registrar will create the course in the student to Financial Affairs: Tuition Refund Policy . term; or information system . Once the course has been created, the Continuing Education Units cannot be transferred in for credit . Office of the Registrar will inform the education coordinator or • Registers for a minimum of two hours of dissertation course Undergraduate courses must be completed with a “C” or better Auditing a Course course instructor of the status of the course . The education coor- work in a fall, spring, or summer term . Note: A student may to be awarded transfer credit . A student wishing to attend a course without completing all the dinator or course instructor will inform the student when the register for additional courses as needed or required, but if the requirements for credit must register to audit the course with course is available, and the student will register for the course Graduate courses must be completed with a “B” or better to be student registers for less than nine hours, this must include a permission of the program director . If space in a class is limited, using RUConnected . awarded transfer credit . minimum of two hours in dissertation hours to be considered continuing and new students have priority . Nursing students complete an Independent Study Contract form, Only letter-graded courses are eligible for evaluation as transfer full-time . Registration in a course cannot be changed from audit to credit or which is available in the Office of the Registrar or online . On this credit; pass/no pass courses will not be considered . A student must be registered for one of the above-defined statuses from credit to audit after the first week of the term . form the objectives of the study are defined, and a plan to meet during the fall, winter, spring or summer term sessions to maintain Undergraduate-level courses cannot be transferred to meet the those objectives is described . This form should be completed status as a full-time matriculated student . Individual graduate Fees associated with auditing a course are listed in the Tuition and requirements of a course taught at the graduate level at Rush . and approved by the preceptor, the department chair and the programs may set guidelines on research enrollments, including Fee Schedule . Transfer credits can only be applied to satisfy the degree require- program director no later than the first day of the term in which which academic milestones should be passed before a student is Auditing of laboratory or clinical courses is prohibited . the independent study is to be taken . The student’s preceptor ments of one program . Once applied, they cannot be used a permitted to enroll in dissertation hours . second time for a new degree program . An auditing student must be aware of the following: keeps the contract . • Once students successfully defend their dissertation, no further • An auditing student may participate in class discussion only at Previously earned program credits at Rush University may only Health Systems Management students also complete a separate research enrollments are necessary or allowable, and graduation the invitation of the course director . be used to satisfy the requirements of another program if they independent study form, which is available in the Department of should not be deferred . • An auditing student is prohibited from taking examinations . are at the same level (e .g ,. master’s or PhD) and if they meet the Health Systems Management . • Each student will be allowed one term of enrollment to finalize current curricular standards . The number of credits granted for a • An auditing student is expected to attend class . all work related to the defense of the dissertation . During this Registration Process given course cannot exceed the number awarded for the course An audited course will appear on the student’s transcript with the term, the student should apply for graduation, and graduation on the transcript of the school where the course was taken or the designation of “AU” . If the student does not attend the class, a The course schedule for each term is available on the should not be deferred beyond this point . number earned for the corresponding course at Rush University . grade of “W” will be assigned . RUConnected student portal . Credits earned on the quarter system will be converted into Effective fall 2015, all dissertation courses will be corrected to Classes are filled on a first-come, first-served basis according to A student who has audited a course may not apply for credit for semester credits where applicable . A quarter credit is equal to be similarly named following university guidelines and hold fixed the following order of priority: that course at a later time . Earning a grade and receiving credit for two-thirds of a semester credit (e .g ., three quarter-system credits credit hours starting at a minimum of 2 .0, thereby always confer- the course can only occur by enrolling in and paying for the course 1 . Continuing students equal two semester credits) . ring full-time status . during the term it is offered . 2 . New students Course information (including grades) from transferred courses is Students should contact the Office of Financial Aid about full-time 3 . Students-at-large Rush Medical College does not allow students to audit Rush not recorded on the student’s transcript; only the number of cred- status for financial aid purposes . Medical College courses except with the permission of Committee It is the responsibility of continuing students to register using its is recorded and added to the cumulative number of credits . on Student Evaluation and Promotion . RUConnected each term during the priority registration period

36 37 for continuing students . Late fees will be applied to students Any student withdrawing from the University must give formal For all approved LOAs, the last date of actual class attendance The Office of the Registrar maintains the current official listing who register during the late registration period . notification by completing a Petition for Withdrawal or Leave will be the date of record for calculating financial aid disburse- of student names and addresses for Rush University . It is each of Absence form, which requires the student to obtain specific ments and returns . student’s responsibility to keep the Office of the Registrar To register for any given term, students cannot have a registra- signatures . The Office of the Registrar is the designated office informed of changes to this information . tion hold (i .e ,. missing transcripts, missing/out-of-date immu- A student who initiates a Petition for Leave of Absence form after that a student must notify if he or she wishes to withdraw from nizations, insurance waivers, financial holds, etc .) . If the hold is the first week of the term will receive a withdrawal grade on the the University . The Petition for Withdrawal or Leave of Absence Name changes require official documentation verifying the new removed before the end of the registration period, the student transcript for any course work . form may be obtained from the Office of the Registrar or online . name at the time of the request . Examples of official docu- can register without penalty . If the hold is not removed by the The official date used in processing the form is the date that the No classes may be withdrawn during the last three weeks of any mentation verifying a new name include valid driver’s license, end of the registration period, the student will need to register student begins the withdrawal process . term . A student who initiates a Petition for Leave of Absence marriage license (the official government document), passport, with the Office of the Registrar as soon as the hold is resolved form on or after the Monday beginning the last three weeks of Social Security card, court order or dissolution decree . and will be assigned a late registration fee . Withdrawal forms submitted during the current term for the next the term will receive grades in the courses for which he or she is term or during a break period will use the day after the end of the Registration is complete only when tuition and other charges for registered and will be subject to an academic progression review Privacy and Confidentiality of Student Records current term as the official withdrawal date that will be used for the term are paid or satisfactory arrangements for payment are based upon the assigned grades . and FERPA processing the form . made . Tuition is always due on the first day of the term . Rush University takes seriously its commitment to protect the A student may not withdraw from classes during the last three Each degree has a time limit for completion that includes time Students who register for a class and subsequently decide to away on a LOA . The decision to include the LOA in calculating the privacy of its students and their education records . In addition weeks of any term . A student who submits a voluntary withdrawal to upholding the Family Educational Rights and Privacy Act withdraw without completing an Add/Drop, Leave of Absence or form during the last three weeks of the term will receive grades in time limits for completion of the degree is within the discretion of of 1974 (FERPA), Rush University has taken further steps to Voluntary Withdrawal form will receive a failing grade (“F” or the courses for which he or she is registered . each college . The maximum length of time that will be approved “N”) for that course . for a single LOA is 12 consecutive months . Each college may have protect a person’s privacy by extending benefits similar to those Official withdrawal from the University entitles a student to a a maximum length of accumulated LOA . afforded to enrolled students under FERPA to individuals who tuition refund from the first through the fifth weeks of the term are applying for admission . If a specific privacy/confidentiality Returning From a Leave of Absence Withdrawal/Leave of Absence (see the Tuition Refund Policy in the Financial Affairs section of question is not answered in this text, please contact the Office this catalog) . No other fees are refundable . The lower refund per- Students are responsible for registering themselves for the term of the Registrar . Administrative Withdrawal centage is valid beginning the next Monday morning at midnight . in which they are returning from an approved LOA . This registra- Nothing in this policy may be construed to prohibit the Administrative withdrawal refers to a permanent departure from tion must occur during the designated priority registration period . University from disclosing information provided to the institu- the University that is University-initiated and without expecta- Leave of Absence Registration outside of this period will result in a late registration tion under the Violent Crime Control and Law Enforcement Act tion of the student’s return . After matriculation to Rush University, a student may not arbi- fee . It is the student’s responsibility to consult with his or her concerning sex offenders who are required to register . Rush University requires continuous enrollment in most of its trarily cease registration without notice . All students are required advisor/program director regarding required courses for the term to maintain continuous enrollment or risk administrative with- of re-entry . Rush Medical College students should consult with programs from the time a student matriculates through a stu- Family Educational Rights and Privacy Act of 1974 (FERPA) drawal after one term due to unexplained nonregistration . A leave the appropriate assistant dean to determine required courses . dent’s graduation . Students are required to be registered each FERPA is a federal law designed to protect the privacy of of absence (LOA) is approved and granted for the term for which Students must satisfy the conditions of the LOA before re-enter- term or on an approved leave of absence . If the student has students’ educational records . Educational records are those decided to withdraw from Rush, voluntary withdrawal paper- the LOA is requested or as otherwise approved by the college . ing and must comply with all policies, requirements and course that contain information or documentation directly related to a work must be submitted to the Office of the Registrar before the sequences in effect at the time of re-entry . It is the student’s responsibility to communicate directly with student that is recorded in any way, including records produced voluntary withdrawal will become official . A student who is not his or her college regarding the disposition of the request for A request to extend a LOA requires that a new clearance form be by handwriting, computer, email, audio, video, etc . Educational registered or on an approved leave of absence or who has not the LOA . Students who request a LOA may be displaced into a submitted . A request to extend a LOA requires only the signatures records contain information directly related to a student, and are submitted paperwork to voluntarily withdraw will be adminis- subsequent cohort, required to take a revised program of study of the student’s program director/advisor or a designated admin- maintained by Rush University or any party acting on its behalf . tratively withdrawn from the University at the end of the term upon return to the University or be delayed in their progression istrator of the college . The completed form must be submitted to in which the student stopped attending . The administrative with- through the program based on availability of courses and/or clini- the Office of the Registrar no later than the first Friday of the term FERPA protects the privacy of students’ educational records by drawal is posted to the student’s transcript . Should the student cal placements . for which the extension is being requested . setting forth strict instructions and limitations governing the wish to return to Rush in the future, the student will need to release of information about students . Although FERPA contains Students may be eligible for a LOA only after they have completed apply for readmission . Students who cannot return and who do not have an extension exceptions for the release of “directory information” without and submitted the Petition for Leave of Absence required by each of a LOA approved must withdraw from the institution . Students a student’s prior written consent, students have the right to Voluntary Withdrawal college or program to the Office of the Registrar . Failure to com- who fail to return from their LOA on the date that was originally request that even such directory information be withheld from plete and submit the Petition for Leave of Absence form will make Voluntary withdrawal refers to a permanent departure from the approved risk administrative withdrawal . disclosure to third parties . the student ineligible for any refunds and obligate him or her for University that is student-initiated and without expectation of the full term’s insurance charges . The date that the student begins Given the restrictions of FERPA, faculty and staff should assume the student’s return . the process of applying for a LOA is the official date that will be Student Records that all students must provide written consent that follows After matriculation to Rush University, a student may not arbi- the format specified in FERPA before any educational records used in processing the form . Name, Address and Phone Number Changes trarily cease registration . All students are required to maintain may be released to anyone other than the student . Information The day after the end of the current term will be the official date continuous enrollment or risk administrative withdrawal due to Rush University requires that student academic records exist cannot be released to any third party, including the student’s used in processing a Petition for Leave of Absence form submitted unexplained nonregistration . under the student’s legal name . parents, relatives and friends . Particularly sensitive information during the current term for the next term or during a break period . includes students’ Social Security numbers, race or ethnicity,

38 39 gender, nationality, academic performance, disciplinary records, (e.g., print media, Rush website) regularly as part of the University’s hearing procedures will be provided to the student when the the external photography vendor with whom Rush contracts, financial aid information and grades . coverage of campus life and portrayal of the University to a variety student is notified of the right to a hearing . and to have the vendor place graduation photographs of the of audiences. The University’s policy is to restrict the use of any 3. The right to consent to disclosure of personally identifi- student on its website . The student’s signature also allows the Privacy During the Admissions Process photograph/electronic image to the representation, marketing or able information contained in the education record, except University to publish the student’s picture in a picture composite Rush University has chosen to take additional steps to pro- promotion of Rush activities only. to the extent that FERPA authorizes disclosure without and the student’s image in a DVD that is created and distributed tect a person’s privacy by extending benefits similar to those Students may restrict the release of their directory information by consent. of the commencement ceremony . The recording of the gradua- afforded to enrolled students to individuals who are applying tion ceremony could also appear on the Rush University website completing and submitting the Directory Information Restrictions One exception, which permits disclosure without consent, for admission . This privacy protection covers all applicants and and/or social media sites including but not limited to YouTube form available in the Office of the Registrar or online . is disclosure to school officials with legitimate educa- their application materials throughout the admissions process . and Facebook . Finally, if the student is a medical student, the tional interests . A school official is a person employed by The application process exists between the applicant and a The decision to restrict directory information will apply to all student’s signature permits publication of the student’s name, the University in an administrative, supervisory, academic, Rush University admissions office; therefore, any communica- requests from third parties (other than those who already photograph, previous degrees earned and other information in research or support staff position (including law enforcement tion about candidates and their application status to parties have legal access to these data elements), including prospec- the Rush Medical College yearbook . unit personnel and health staff); a person or company with beyond these entities is not acceptable unless a school official tive employers . A student must formally rescind a restriction whom the University has contracted (such as an attorney, If a student has questions about how the information will used has a legitimate educational interest to know this information of directory information by submitting a subsequent Directory auditor, or collection agent); a person serving on the Board of for graduation or commencement purposes, the student should in order to fulfill his or her professional responsibilities . All those Information Restrictions form . Trustees; or a student serving on an official committee (such speak with the Office of the Registrar before signing and sub- involved in the admissions process (e .g ., admissions committee Annual Notification of Student Rights Under FERPA as a disciplinary or grievance committee, or assisting another mitting the Intent to Graduate form . members, interviewers, admissions staff, etc .) must adhere to Rush University notifies students annually of their rights under school official in performing his or her tasks) . A school official these guidelines . Educational Records FERPA with respect to their educational records . These rights has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her profes- Rush University does not maintain educational records in one Directory Information include the following: sional responsibility central office . Educational records are maintained in the Office Rush University may establish categories of information known 1. The right to inspect and review the student’s educational 4. The right to file a complaint with the U.S. Department of of the Registrar and in the respective college and department as directory information and release this information without records within 45 days of the day the University receives Education concerning alleged failures by Rush University offices . Other educational records are maintained in the Office of student consent, upon request . Rush University designates the a request for access. If an educational record contains to comply with the requirements of FERPA. Student Financial Aid (financial aid information, student employ- following personally identifiable information contained in a information about other students as well, the requesting ment), the Office of Student Financial Affairs (financial account student’s educational record as directory information: student may inspect and review only the specific informa- The name and address of the office that administers FERPA payment information), the Office of International Services and • Student’s full name tion that pertains to him or her. is as follows: other offices . Questions regarding individual student records • Address (local and permanent) Students should submit, to the University registrar, dean, Family Policy Compliance Office should be directed to the appropriate location . U .S . Department of Education • Telephone number (local and permanent) head of the academic department, or other appropriate 400 Maryland Ave ., SW Rush University will not issue copies of transcripts received from • Rush pager number (relevant to third- and fourth-year Rush official, written requests that identify the record(s) they wish Washington, DC 20202-5920 other institutions to anyone, including the student . Medical College students only) to inspect . The University official will make arrangements for access and notify the student of the time and place where the • Rush email address Commencement/Graduation Activities Deceased Student Records records may be inspected . If the records are not maintained • Major and minor field(s) of study, including the college, Rush University may, upon the death of a student, release a by the University official to whom the request was submitted, The Intent to Graduate form signals that a student is ready to division, department and/or program in which the student is student’s educational records to a third party . This is done at the that official shall advise the student of the correct official to graduate . By signing the Intent to Graduate form, the student enrolled sole discretion of Rush University . whom the request should be addressed . is giving permission to the University to print the following • Student’s classification (e g. ., junior, senior, etc ). or a number information in any Rush graduation program and/or announce The University may deny a request for copies of educational referring to such this information at any Rush graduation ceremony: the student’s Mailing Lists records when the requestor refuses to furnish proper identifi- • Dates of attendance and graduation, and degrees received name as indicated on the Intent to Graduate form, any honors Rush University does not release student directory informa- cation and/or information required by the University . tion in mailing lists, except to comply with the federal Solomon • Date and place of birth or awards received, the Rush degree and major the student is 2. The right to request amendment of an educational record earning, previous colleges/universities attended, and degrees Amendment . • Photographs or other electronic images* the student believes is inaccurate. earned at those previous colleges/universities . • Honors and awards received Students may ask the University to amend a record that they Additional Questions If a Directory Information Restrictions form was previously • Previous colleges/universities attended believe is inaccurate . They should write the University official The Office of the Registrar is the compliance office for FERPA for submitted, the student’s signature on the Intent to Graduate • Degrees earned at previous colleges/universities responsible for the record, clearly identify the part of the Rush University . If there are additional questions, please contact form temporarily releases (for graduation ceremony/program • Rush Medical College postgraduate appointment (program/ record they want changed, specify why it is inaccurate, and the Office of the Registrar: purposes only) the directory information restrictions enacted institution/state) provide the accurate information . If the University decides by the student so that the information can be published in any 600 S . Paulina St ,. Suite 440 not to amend the record as requested by the student, the * Rush University records both visually and audibly many campus Rush graduation program and/or announced at any Rush gradu- Chicago, IL 60612 University will notify the student of the decision and advise events and daily activities, such as classes, commencement, ation ceremony . In addition, the student’s signature permits (312) 942-5681 the student of his or her right to a hearing regarding the convocations, student events and other public occasions. These Rush University to release the student’s name and address to registrars_office@rush .edu images, as well as other information about students, are published request for amendment . Additional information regarding the

40 41 Tuition and Financial Aid Office of Financial Affairs (e g. ,. the application for a guaranteed student loan program must have been completed and submitted to the Office of Financial Appeals Student Financial Aid) . In order to avoid a late fee charge, stu- If a student has a concern about his or her financial account dents must make arrangements for payments of that portion Office of Financial Affairs and wishes to appeal a financial decision, the student must of tuition and fees not covered with pending aid by complet- Financial Appeals file a written appeal with the Office of Financial Affairs within ing step 1 or 2 above . two academic terms from the term in question for the appeal Payment of Tuition and Fees Failure to follow one of the steps above will result in a $100 late to be considered . The Office of Financial Affairs will investigate Student Health Insurance fee . Students who choose the Deferred Payment Plan Contract the situation and will consult with other offices including the option and who fail to make a payment of the specified due Tuition Refund Policy Office of the Registrar, the Office of Student Financial Aid and dates will be charged a $50 late payment fee for each payment Tuition Waivers the student’s program, as needed . A decision will be rendered date missed . within one month from the time the appeal was received, and Third-Party Billing the student will be notified in writing . If the decision is not in At the end of the academic term, students who still have out- standing balances with Rush University that are not covered by Office of Student Financial Aid the favor of the student, the student may file a written appeal with the office of the senior associate provost for educational pending financial aid will face these consequences: Financial Aid Process affairs . The decision of the senior associate provost for educa- • Not receive transcripts/diplomas Financial Aid Determination tional affairs is final . • May be dismissed from on-campus housing Financial Aid Awards Payment of Tuition and Fees • Lose all university privileges Veterans Benefits The following statement represents the payment policy for all • Not be allowed to register for the following term Enrollment Status Definitions Rush University students: Charges can be viewed and payment Satisfactory Academic Progress for tuition, fees and on-campus housing can be completed Student Health Insurance through RUConnected, the University’s online system . Payment Rush University requires students to be covered by a health plan LEAP Benefits can be made by credit card or e-check . If full payment of in order to promote health and well-being while protecting the tuition cannot be made by the first week of class, as listed in individual from undue financial hardship that a medical emer- Tuition and Fees the Academic Calendar located in the Rush University catalog, gency could cause . Non-Rush Medical College students must satisfactory arrangements for payment must be made with provide proof of existing coverage before registering for the fall the Office of Financial Affairs . Students may not attend classes term each year . Students who do not submit proof and receive until after registration is complete . Any exception to this policy confirmation of verification of their coverage will be enrolled in must be approved in writing by the senior associate provost for the student health insurance plan and charged for the premiums educational affairs . for the term . To that end, students enrolled in degree programs are eligible for the Student Health Insurance Plan offered by Students have the responsibility to complete one or a combina- Academic HealthPlans Inc . and Blue Cross and Blue Shield of tion of the following courses of action on or before the first Illinois . Friday of classes each term: For the 2017-2018 school year, the cost of the plan is approxi- 1 . Pay total tuition, fees and on-campus housing charges for the mately $3,459 per academic year for single coverage . Coverage is term . also available for dependents at the rate of $3,459 annually per 2 . Complete a Deferred Payment Plan Contract . This plan dependent . This plan allows students to choose a primary care requires that the first payment and a $15 service charge be physician from a large list of members of the Preferred Provider paid on or before the first Friday of the term . Additional pay- Plan (PPO) in the greater Chicago area . When using a network ments are due every four weeks . The length of the contract is provider, there is an annual deductible of $250 and coverage of dependent on the length of the term . Contact the Office of 80 percent for most patient services including hospitalization Financial Affairs to set up a payment plan . and surgery, as well as outpatient services such as office visits, 3 . Use the pending financial aid payment option . All students laboratory and X-ray . Preventative care services are covered at who have financial aid pending will be allowed to defer 100 percent . When using a pharmacy in the Prime Therapeutics payment of that portion of tuition and fees that is covered by Network, there is a $20 co-payment for generic prescriptions, a the anticipated aid . In order to use this option, students must $50 co-payment for brand-name prescriptions and an $80 co- have taken all steps required of them to apply for the aid payment for brand-name prescriptions when generic is available .

42 43 A optional dental insurance plan is also available to all Rush Tuition Refund Policy as part of a formal MS or PhD program, or simply for additional all appropriate forms and materials must be on file . Students University students . Details of the plan are available in the Office Official withdrawal or dismissal from a course or from the knowledge . Medical students are exempt (tuition waiver) from should expect to receive the majority of assistance in the form of Financial Affairs . Enrollment for the dental plan is available University entitles a student to a refund of tuition according to the additional tuition costs associated with enrollment in these of loans . Because of limited institutional funding, financial aid at the beginning of the fall term only . Applications will not be the following schedule . Fees are not refundable . A student may classes . awards will likely contain loans that accrue interest while the accepted after the start of the fall term . receive a 100 percent refund if withdrawal occurs during the student is in school . For students in the Medical College and first calendar week in which the term begins . Otherwise, refunds Doctoral Students in the Graduate College nursing students in the Generalist Entry Master’s (GEM) program, Student Insurance Plan Rates for the will be made as follows: The Graduate College offers a full-tuition scholarship for need-based grant assistance is available through the Office of 2017-2018 Academic Year students enrolled in doctoral programs in the basic sciences Student Financial Aid . However, the funds are limited, and all • Second week: 80 percent refund (Anatomy and Cell Biology, Biochemistry, Biomechanics, applicants (with few exceptions) must provide parental data and Medical Approximate Yearly Rate • Third week: 60 percent refund Immunology/Microbiology, Medical Physics, Molecular Biophysics meet the institutional criteria for eligibility . Refer to the Office of Student Financial Aid website (www rushu. .rush edu/finaid). for Student $3,459 00 • Fourth. week: 40 percent refund and Physiology, Neuroscience and Pharmacology) . The scholar- details . • Fifth week: 20 percent refund ship is only for tuition . Health insurance and other fees are the Each Dependent $3,459 00. student’s responsibility . To receive this scholarship, students must • After fifth week: no refund Undergraduate students who have not received a prior bach- Dental Approximate Monthly Rate maintain full-time status . A requirement of at least 12 hours per elor’s degree are more likely to receive grant assistance through (2017-2018 rates) semester is needed to be a full-time student . If a student fails to Alternate Refund/Grading Policy federal and state need-based programs . Employment through the register for 12 hours each semester, the scholarship is rescinded Federal Work-Study Program may be possible throughout Rush Student Plan $19 93. This alternate refund/grading policy does not apply to Rush and the student is billed tuition . In addition, most students University Medical Center . Depending on a student’s academic Medical College students . Student + One Plan $39 06. accepted by the Graduate College receive a stipend . The stipend program, Federal Work-Study funding may be awarded as part awarded to a graduate student is a privilege and is contingent Family Plan $74 50. Pure Compressed Weekend Course of the financial aid package . It is the student’s responsibility to (Friday/Saturday/Sunday without any pre- or post-class work) upon policies established by individual divisions . secure employment . The Office of Student Financial Aid assists • Before first class meeting: 100 percent refund and not students in locating jobs within the Medical Center . Details of the plans are available in the Office of Financial Affairs Master of Science Students in the Graduate College or online at the Rush University Financial Affairs Web page . transcripted Students enrolled in master’s programs in the basic sciences Financial Aid Determination • After first class meeting: no refund, and “W” grade A small portion of fees for Rush Medical College students has (Anatomy and Cell Biology, Biochemistry, Biomechanics, Financial assistance programs at Rush University are provided to been allocated to the Medical Student Health Service Program, Two-Week Course Biotechnology, Immunology/Microbiology, Medical Physics, assist students who cannot otherwise afford to pay the full cost supported by Lifetime Medical Associates (1645 W . Jackson • Before first class meeting: 100 percent and not transcripted Molecular Biophysics and Physiology, Neuroscience and of education on their own . In general, financial need is the basic Blvd ., Suite 215) . The Medical Student Health Service Program is Pharmacology) pay tuition and fees . Master’s students are gener- • Week 1: 50 percent refund and “W” grade criterion for the awarding of funds . Accordingly, students and designed to work seamlessly with Rush University health insur- ally not eligible for tuition scholarships and are expected to be their families will be expected to contribute toward educational • Week 2: no refund, and the grade earned in the course ance to provide medical students with acute care . By using Rush enrolled full time (12 hours per semester) unless special arrange- expenses to the fullest extent possible . The level of the expected University health insurance, medical students should experience Five-Week Course ments have been made . contribution is determined by using a standard set of criteria an enhanced level of service and minimal billing problems, • Before or during week 1: 100 percent and not transcripted to analyze financial information provided by students and their with a $20 fee per office visit . This will provide the type of Third-Party Billing families . Submission of parental data for institutional grants • Week 2: 50 percent and “W” grade student health service with which most students are familiar . If the student will not be personally paying the account, it is the and loans is required for students in the Medical College and Additionally, all Rush Medical College students are covered • Weeks 3-5: no refund, and the grade earned in the course student’s responsibility to forward any bills to the appropriate nursing students in the Generalist Entry Master’s (GEM) program . under a blood and bodily fluids exposure rider . This works as a Refunds will be shown as credits on the student’s account . A party as soon as possible . Complete information about this policy is found on the Office of supplemental policy to any health insurance to cover treatment check for the amount of refund, less any amount still owed for Student Financial Aid website . Financial aid counselors are avail- or medications necessary as the result of a needle stick, splash other charges, will be sent to the student . Normally, checks are able to consult with students and parents (with the student’s or potentially contagious diseases exposure . Together with the processed within two weeks and mailed to the student’s address Office of Student Financial Aid authorization) on all matters regarding the financing of a Rush basic Rush University health insurance policy, the rider will com- on RUConnected . Students wishing to appeal the published University education . Students and authorized parents are wel- pletely cover prophylactic medications or injections . Financial Aid Process schedule of refunds must appeal in writing to the senior associ- comed and encouraged to make use of these services . Instructions for accessing financial aid information on the Rush Rush Medical College students will be assessed a fee for vac- ate provost for educational affairs . University website are emailed to all newly accepted students cinations/immunizations and documentation . This fee covers any Financial Aid Awards prior to enrollment . The Student Financial Aid website con- necessary blood tests, vaccinations or updates as well as costs Tuition Waivers After evaluating student and family resources and assistance tains in-depth information on policies and procedures and the associated with maintaining the documentation of their compli- from outside the University, the Office of Student Financial Aid Rush Medical College Students Enrolling in Graduate financial aid awarding methodology . Students starting in a term ance and communicating that information to the Rush system will award federal, state and institutional funds (as appropriate) College Courses other than fall should submit financial aid application materials hospitals and any away elective locations that may request to students with demonstrated financial need . In varying quanti- at least two months prior to their start date . Students must be certification of immunization and vaccination status . Rush Medical College students who take a leave of absence ties, a financial aid award may include grants, loans and student from their MD program may enroll in Graduate College classes enrolled at least half time and must be in a degree or approved employment . In order to distribute the available funds in the certificate program to receive financial aid . To receive assistance,

44 45 most equitable manner, the Office of Student Financial Aid estab- Veterans Educational Assistance Program Enforcement • Students who drop courses but who remain enrolled at the lishes a formula that designates the sequence in which funds are (VEAP Chapter 32) The Office of Student Financial Aid shall have primary responsi- University will not have those dropped courses counted in the awarded to students and the maximum amount awarded under This monthly benefit is paid directly to the veteran . bility in enforcing the SAP policy . The Office of the Registrar and attempted hours total if the courses are dropped prior to the each program . The formula provides for a specific amount of other Rush University offices that maintain student information census date . Courses dropped after the census date will be loans and employment before students are considered for grants . Survivors’ and Dependents’ Assistance (DEA Chapter 35) relevant to the SAP policy shall provide such information, as counted in the attempted hours total . These formulas are applied consistently during any given year This monthly benefit is paid directly to the survivor or dependent requested by the Office of Student Financial Aid . • Repeated courses are counted as attempted hours during all among all students at a given class level and in a given college of the veteran . attempts . (pending availability of funds) . Due to differences in the availabil- SAP Requirements • Transfer credits that count toward the student’s current ity of funds from year to year and changes in eligibility require- Using Veterans’ Benefits at Rush The SAP requirements vary by academic level (undergraduate, academic program count as both attempted and completed ments, the formulas are adjusted annually . Veterans interested in using their benefits at Rush for the first graduate and medical students) . Please refer to the appropriate hours . time should do the following: section to find the requirements that fit each academic program . Veterans Benefits 1 . Apply for benefits through theVA: If the veteran has never • Students who change majors will only have hours that were Rush University participates in federal veterans’ education ben- used veterans’ benefits at an institution before, this step must UNDERGRADUATE STUDENTS previously attempted counted in their cumulative totals if the hours are applicable to the new academic program . efits through the U .S . Department of Veterans Affairs (VA) . be completed . SAP for undergraduate students is monitored using three fac- If a student qualifies for participation in more than one veterans’ 2 . Submit form 22-1995 or form 22-5495 (as appropriate) tors: maximum time frame measurement, pace of completion Cumulative Grade Point Average (GPA) online . If the veteran has used veterans’ education benefits and cumulative grade point average (GPA) . SAP is measured at education benefit program, the VA website provides a compari- Undergraduate students must maintain a minimum cumula- before but is a first-time benefits user at Rush University, the the end of each academic term once final grades are submitted . son tool to help determine which benefits might be appropriate . tive GPA of 2 .0 . Students who have a term GPA of less than appropriate form must be submitted . Maximum Time Frame Measurement 1 0. after their first term at Rush will be immediately placed on Post-9/11 GI Bill 3 . Provide a copy of the eligibility letter from the VA (as well Students may attempt up to 150 percent of the credits it financial aid suspension . The Post-9/11 GI Bill provides tuition, fees, books/supplies and as any change-of-program forms from step 2, above) to the normally takes to complete the program . The total allow- housing assistance to eligible veterans . Tuition and fees are paid Office of Student Financial Aid before benefits can be certified GRADUATE STUDENTS able attempted hours are calculated by multiplying the hours directly to Rush by the VA . Tuition and fees assistance is capped with the VA . required to complete the degree at Rush (excluding the general SAP for graduate students is monitored using three factors: at the national maximum of $22,805 34. per academic year . All documents can be mailed, faxed or scanned and emailed to education courses required prior to entry in the program) by 1 .5 maximum time frame measurement, pace of completion and Benefit rates vary based on the veteran’s circumstances . Some the Office of Student Financial Aid . Please be sure to indicate and rounding down to the nearest whole number . For example, cumulative grade point average (GPA) . SAP is measured at the veterans may be able to transfer their benefits to a dependent . name and student ID number (or Social Security number) on all for a program that requires 107 credit hours to receive a degree end of each academic term once final grades are submitted . Yellow Ribbon Program documents . at Rush (not including the general education courses required Maximum Time Frame Measurement Effective with the 2012-2013 academic year, certain colleges prior to entry in the program), a student may attempt up to Students may attempt up to 150 percent of the credits it within Rush University participate in the Yellow Ribbon Program . Satisfactory Academic Progress 160 hours . normally takes to complete the program . The total allow- Veterans entitled to the maximum benefit rate are eligible to The Higher Education Act of 1965 as amended by Congress able attempted hours are calculated by multiplying the hours apply for additional tuition and fees amounts if their costs mandates institutions of higher education to establish minimum Pace of Completion required to complete the degree at Rush by 1 .5 and rounding exceed the $21,940 46. cap . The amount of additional assistance standards of satisfactory progress for students receiving federal Students must successfully complete at least 67 percent of the down to the nearest whole number . For example, for a program available and the number of students able to be supported are financial aid . These standards apply to all federal Title IV aid courses they attempt . This measure will be measured cumula- that requires 113 credit hours to receive a degree at Rush, a limited and vary by college . Funds will be awarded on a first- programs, including the Federal Pell Grant, Federal Supplemental tively over the course of the student’s program . For the purpose student may attempt up to 169 hours . come, first-served basis . Students who have received Yellow Educational Opportunity Grant, Federal Perkins Loan, Federal of this measurement, all of the following are applicable: Stafford Loan, Federal PLUS Loan and Federal Work-Study Ribbon assistance will have preference for these funds in future • Successful completion is defined as a grade of A, B or C for a Please note: Nondegree certificate programs are approved by programs . academic years . Details are available on the VA’s Yellow Ribbon letter-grade course, or a grade of P for a course that is pass/ the U S. . Department of Education for financial assistance at a Program information website . Accordingly, the Department of Education regulations require fail or pass/no pass . These courses are counted in both the specific number of credit hours . Regardless of a student’s actual that Rush University’s Office of Student Financial Aid monitor attempted and completed hours totals . plan of study, the maximum time frame is calculated using the Montgomery GI Bill-Active Duty (MGIB-AD Chapter 30) number of hours for which the program was approved by the the academic progress of all financial aid recipients toward the • Proficiency credit (“K” grades) is counted in both the This monthly benefit is paid directly to the veteran . U .S . Department of Education . completion of their degree . This process is called Satisfactory attempted and completed hours totals . Academic Progress (SAP) . Montgomery GI Bill-Selected Reserve • All other grades (including incomplete grades) are counted Pace of Completion (MGIB-SR Chapter 1606) This SAP policy is enforced in conjunction with all other institu- in the attempted hours total, but not in the completed hours Students must successfully complete at least 67 percent of the This monthly benefit is paid directly to the veteran . tional policies and procedures, including the academic pro- total . If an incomplete grade is later converted to a grade courses they attempt . This measure will be measured cumula- gression policies of Rush University’s colleges and academic that is considered to be a successfully completed grade, tively over the course of the student’s program . For the purpose Reserve Educational Assistance Program programs . For undergraduate and graduate students, the criteria the pace of completion percentage can be recalculated . It of this measurement, all of the following are applicable: (REAP Chapter 1607) below are checked at the end of each term . For medical students, is the student’s responsibility to notify the Office of Student • Successful completion is defined as a grade of A or B for a the criteria below are checked annually at the end of the spring Financial Aid when an incomplete grade has been converted . This monthly benefit is paid directly to the veteran . letter-grade course, or a grade of P for a course that is pass/ term .

46 47 fail or pass/no pass . These courses are counted in both the to the first- and second-year curriculum and no more than three Undergraduate or graduate students who fail to meet the receipt of the appeal . Students whose appeals are approved will attempted and completed hours totals . years may be devoted to the third- and fourth-year curriculum, requirements of this SAP policy will be placed on financial aid be placed on a financial aid probationary period for one term or • Proficiency credit (“K” grades) is counted in both the for a maximum time frame of six years . Summer enrollment, if warning for one additional term (with the exception of under- for the duration of an academic plan developed by the student’s attempted and completed hours totals . required, is considered part of the academic year for the purposes graduate students who have a first-term GPA of less than 1 .0 advisor, as appropriate . The probationary period will be defined of this measure . Approved leaves of absence do not count in and graduate students who have a first-term GPA of less than to include checkpoints that must be achieved in order for the • All other grades (including incomplete grades) are counted this measure . 2 .0; in this case, that student would immediately be placed on student to remain eligible for financial assistance . Students in the attempted hours total, but not in the completed hours financial aid suspension) . Students will be allowed to continue failing to abide by the terms of their probationary period will be total . If an incomplete grade is later converted to a grade Completion of Requirements/Pace of Completion on financial assistance during the warning period . Students suspended from financial aid after their probationary period . that is considered to be a successfully completed grade, 1 . First-year students must complete at least 66 percent of their placed on financial aid warning will be sent notification by the pace of completion percentage can be recalculated . It The decision of the director of student financial aid is final, bind- first-year curriculum with a grade of “Pass” or better between hard-copy letter (through the U .S . Postal Service) and through is the student’s responsibility to notify the Office of Student ing and not subject to further appeal . the start of the year and the last day of spring quarter exams . their Rush email account . The notification will include SAP Financial Aid when an incomplete grade has been converted . This includes repeated courses . requirements, steps necessary to meet SAP requirements in the Reinstatement of Financial Aid Eligibility • Students who drop courses but who remain enrolled at the upcoming term and the consequences for failing to meet SAP 2 . To advance to the second year, students must complete all A student’s eligibility for financial aid will be reinstated at such University will not have those dropped courses counted in the requirements by the end of the warning period . first-year courses with a grade of “Pass” or better by the start time as the student successfully meets the standards of the SAP attempted hours total if the courses are dropped prior to the of the second year . Students will be placed on financial aid suspension if they fail policy . It is the student’s responsibility to present evidence to census date . Courses dropped after the census date will be to meet the standards of this SAP policy after the one-term the Office of Student Financial Aid at the time when the student counted in the attempted hours total . 3 . Second-year students must complete at least 66 percent of meets the requirements for reinstatement . their second-year curriculum with a grade of “Pass” or better financial aid warning period . • Repeated courses are counted as attempted hours during all between the start of fall quarter and the last day of spring attempts . Suspension of Financial Aid Eligibility exams . This includes repeated courses . LEAP Benefits • Transfer credits that count toward the student’s current Professional students (Rush Medical College) who fail to meet 4 . To advance to the third year, students must complete all academic program count as both attempted and completed the requirements of this SAP policy will be placed on financial Tuition Benefits Programs second-year courses with a grade of “Pass” or better by the hours . aid suspension . As part of its commitment to employee development and educa- start of the Clinical Resources and Skills for the Hospital tion, Rush University Medical Center offers tuition assistance to • Students who change majors will only have hours that were Undergraduate students who have a first-term GPA of less than (CRASH) course . employees who want to take health care, business or vocational previously attempted counted in their cumulative totals if the 1 .0 and graduate students who have a first-term GPA of less 5 . A student who is repeating/splitting the first or second year courses, as well as many on-site development programs . hours are applicable to the new academic program . than 2 0. will be placed on financial aid suspension . according to a COSEP schedule is considered to be making Benefits include the following: Cumulative Grade Point Average (GPA) SAP . Students who still fail to meet the requirements of this SAP • Tuition reimbursement at Rush University Graduate students must maintain a minimum cumulative GPA of policy after their single term on financial aid warning will be 6 . Third-year students must complete at least 66 percent of the 3 .0 . Students who have a term GPA of less than 2 .0 after their placed on financial aid suspension . • Tuition reimbursement for course work taken at other accred- clerkships they attempt with a grade of “Pass” or better . ited institutions first term at Rush will be immediately placed on financial aid Students who are suspended from financial aid eligibility will 7 . To advance to the fourth year, students must complete all core suspension . be notified by hard-copy letter (through the U .S . Postal Service) • Tuition reimbursement for attendance at outside conferences clerkships with a grade of “Pass” or better . and through their Rush email account . • Tuition reduction at Rush University for spouses and RUSH MEDICAL COLLEGE STUDENTS 8 . A student who is repeating the third or fourth year according dependents SAP for Rush Medical College students is monitored using three to a COSEP schedule is considered to be making SAP . Appealing Suspension of Financial Aid Eligibility factors: maximum time frame measurement, pace of comple- A student may appeal the suspension of financial aid eligibility All benefits-eligible employees can participate in the tuition Grade Requirements tion and grade requirements . SAP is measured at the end of for extenuating circumstances . Appeals from other parties on reimbursement programs once they satisfy one of the following each academic year once final grades are in and at the time of Academic progress in Rush Medical College is measured in behalf of the student will not be accepted . All appeals should length-of-employment requirements: awarding . terms of Honors, High Pass, Pass and Fail grades . A student must be submitted in writing to the director of student financial aid . • Participants in the Employee Enhancement Tuition complete each required course/clerkship with a grade of “Pass” Each appeal must include (1) the reasons why the standards of Time Limits on Financial Aid Eligibility Reimbursement Program must be employed by Rush for at or better in order to graduate . A student who fails a course must this policy were not met, (2) what has changed in the student’s The normal time frame for completion of required course work least three months . retake it and earn a grade of at least “Pass ”. A student who situation that will allow the student to make satisfactory for the MD degree is four academic years . Due to academic receives an Incomplete in a course must complete the course and progress during the next evaluation, and (3) an academic plan • Participants in the internal and external tuition programs or personal difficulties, a student may require additional time . earn at least a “Pass ”. for the remainder of the student’s studies . Documentation of must be employed by Rush for at least one year (although In such situations, the Rush Medical College Committee on any statements made in the appeal should be included, as employees hired or with job offers dated before January 11, Financial Aid Warning Student Evaluation and Promotion (COSEP) may establish a appropriate . All appeals must be submitted within 10 business 2016, must be employed by Rush for three months) . schedule for the student that departs from the norm and that Undergraduate and graduate students are allowed a financial aid days of receipt of a suspension notice. • Employees with spouses, civil union partners or dependent may require repeating a year of study . For the purposes of this warning period . Professional students (Rush Medical College) are children participating in the spouse or dependent tuition financial aid policy, no more than three years may be devoted not allowed a financial aid warning period . The director of student financial aid will review the appeal and will respond to the student within 10 business days from the program must be employed by Rush for at least one year.

48 49 Employee Enhancement Tuition Reimbursement Noneligible Expenses Rush University Internal Degree Prepaid Tuition New Students Program The following expenses are not eligible for reimbursement under Program Information In order to receive prepaid tuition benefits, new students The Employee Enhancement Tuition Reimbursement Program the Employee Enhancement Tuition Reimbursement Program: Rush provides prepaid tuition benefits for those employees must first complete the Internal Degree Form and the Tuition provides tuition assistance to Rush employees who desire to • Courses not related to the needs of the Medical Center, and enrolled as students in one of the colleges of Rush University . Assistance Tax Exemption Form . These forms must be emailed to enhance their skills while supporting the Medical Center’s busi- all courses involving sports, games or hobbies internal_tuition@rush .edu by the deadlines listed below . ness and clinical needs . • Travel, food, accommodations, parking, gas, mileage or any Eligibility Returning Students Program Details materials sold at conferences or symposiums • Full-time employees (those who work at least 72 hours per pay period) can receive prepaid tuition for up to 9 credit Returning students must complete the Internal Degree Form and Reimbursement amounts and policies are as follows: • Reference books, videos, CDs or DVDs hours per quarter or semester . the Tuition Assistance Tax Exemption Form and email them to • There is a benefit cap of $1,000 per calendar year for full- • Exam preparation classes (such as classes preparing for the internal_tuition@rush .edu by the deadline listed below . GRE or MCAT) • Part-time employees (those who work between 40 and 71 time employees (more than 72 hours per pay period) and hours per pay period) can receive prepaid tuition for up to 6 • Memberships, journals and subscriptions $500 for part-time employees (between 40 and 71 hours per credit hours per quarter or semester . Submission Deadlines pay period) . • Late fees as a result of late registration Students must email their forms to internal_tuition@rush .edu by These limits include credit hours associated with prerequisites the following deadlines: • Eligible costs are reimbursed at 90 percent . Employees are • Sales taxes or shipping and handling costs required for a student-at-large of Rush University . responsible for the 10 percent difference and for all noneli- • Fees for initial or renewal of professional licenses Fall 2017: Final deadline: August 8, 2017 Please note: gible costs . Spring 2018: Final deadline: December 2, 2017 Reimbursement Deadline and Other Requirements • Prerequisites and required courses taken externally are • To receive reimbursement, an employee must obtain a grade subject to the External Degree Program eligibility criteria and Summer 2018: Final deadline: April 7, 2018 of C or better, or a pass grade for a class with pass/fail To receive reimbursement, email the following materials to enhancement@rush .edu within 30 days of the end of each cannot be taken concurrently with Rush University classes . grading . Forms will not be accepted or processed after the dead- event or term: • If the cost of the classes exceeds $5,250 per year, the student line date. Any financial liability is the responsibility of the • Employees must be active employees when incurring • A completed and manager-approved Enhancement Option must also complete the Tuition Assistance Tax Exemption employee. expenses and submitting for reimbursement . Program Tuition Reimbursement Form Form for these classes to be considered job-related and • Copies of all paid receipts or statements for the following: tax-exempt . Important Imputed Tax Rules Governing Prepaid Tuition Eligible Expenses – Tuition or cost of class • A passing grade (a C grade or better for each class for Benefits Employees can receive up to a 90 percent reimbursement for the undergraduates and a B grade or better for each class for following: – Registration fee for school, class, workshop, seminar, Federal tax law mandates that prepaid tuition for degree-level symposium or conference graduates) must be obtained to continue receiving tuition course work in excess of $5,250 be considered additional tax- • Tuition, registration fees, lab fees, classroom fees and cost of prepayment benefits . Students who do not receive a passing able earnings in the calendar year in which it was received . The required textbook(s) for one-time, job enhancement classes – Any separate lab or classroom fees grade will not receive tuition prepayment benefits for the fol- amount of prepaid tuition benefits that exceeds $5,250 will be (i .e ., classes not taken in anticipation of applying toward a – Cost of required textbooks (only) lowing quarter or semester . Dropped classes also result in the added to the employee’s biweekly earnings and taxed based on degree program) • Proof of attendance, such as class final grade, comple- forfeiture of reimbursement funds . The LEAP office will obtain the employee’s payroll tax elections . • Registration cost (only) for workshops, seminars, symposiums tion certificate, CEU documentation or copy of event name grades from Student Affairs . • Taxable income less than $999 will be prorated and applied and conferences badge (registration documents are not accepted as proof of • The Doctor of Medicine degree at Rush University is not over two consecutive payroll periods . • Classes or tests for board exams attendance) eligible for prepaid tuition benefits . • Taxable income more than $1,000 will be prorated and No reimbursement forms will be accepted after the 30-day • Job-related review courses, and review study materials asso- applied over four consecutive payroll periods . ciated with job-related exams and certifications deadline. • Basic skills (reading, writing, math, English as a Second Employees must be employed for at least three months Language or any second language) to be eligible for the Employee Enhancement Tuition • High school equivalency or GED course work Reimbursement Program. Tuition and Fee Schedule (2017-2018) • Courses leading to professional certificates (e .g ., LPN, CNA, Tuition and fees for the 2017-2018 academic year are listed below . For estimates of other expenses, see the Office of Student Financial specialty certification or computer-related courses) Aid website . • Fees for initial certifications, recertifications or board College of Nursing Flat Rate (per term) Per-Credit Rate certifications Prelicensure: Generalist Entry Master’s (GEM) N/A $995 • Accredited correspondence or online courses and other program (all fees are included) distance learning options in business or medical fields continued Please note: All job-required CPR, ACLS, BLS, PALS, and food sanitation certificates will be reimbursed at 100 percent.

50 51 The Graduate College Flat Rate (per term) Per-Credit Rate Rush Medical College Part-Time Enrollment Fee Per Term/Summer Term* Per Year Biotechnology $17,500 N/A M1 $10,361/$5,181 $25,903 Health Sciences (PhD) N/A $850 M2 $12,952 $25,904 Nursing (PhD) N/A $1,066 M3 $8,634 $25,902 Clinical Research N/A $1,000 M4 $8,634 $25,902 Integrated Biomedical Sciences, MS $9,000 N/A Students-at-Large See per-credit rates listed above per term Integrated Biomedical Sciences, PhD N/A $1,000

Admissions Fee for the Continuous Enrollment course in order to retain their student status . Any degree or certificate student not taking College of Health Sciences Per Credit Rate (Unless Otherwise Noted) A nonrefundable application fee is required of all applicants to offset the expense of processing the application, evaluating courses but needing to replace an outstanding incomplete grade Undergraduate Programs credentials and maintaining a library of evaluation aids . This fee must register for the Continuous Enrollment course until the Health Sciences $753 does not apply to any other charges such as tuition . grade is satisfied . This fee also applies to graduate students who Imaging Sciences $867 have completed all courses but have not had the dissertation accepted . Hospitalization or physician fees are not covered in Vascular Ultrasound $830 Enrollment Deposit The enrollment deposit fee holds a place for the student in this fee . Students auditing a course may be required to register Graduate Programs the entering class . The deposit is nonrefundable and is applied for the Continuous Enrollment course (see “Auditing a Course”) . Audiology $994 toward payment of the first-term tuition . A $250 enroll- Returned Checks Clinical Laboratory Management $888 ment deposit is required for students in the College of Health Sciences . Rush Medical College students are required to pay If a student gives the University a check that is returned by the Clinical Nutrition $950 $100 prior to matriculation . College of Nursing students and bank upon which it was drawn, marked “not sufficient funds,” Health Sciences (PhD) $850 affiliated students must deposit $350 prior to matriculation . “payment stopped,” or “account closed,” a $25 charge will be Health Systems Management $1,118 The enrollment deposit for PhD in nursing students is $350 . assessed for each occurrence . The enrollment deposit for all basic sciences and biomedical Medical Laboratory Science $836 research programs within the Graduate College is $250 . Tuition Charges for Rush Medical College Occupational Therapy $926 Students Occupational Therapy (PhD) $13,125 Late Registration Fee Rush Medical College students are charged for a maximum of Continuing students must register during the official priority four years of full-time tuition . Medical students needing addi- Cardiovascular Perfusion $908 registration period . An additional $50 late registration fee will tional terms to complete degree requirements will be charged Physician Assistant Studies (First-Year Students) $12,420/term be applied to the student’s financial account if the student has the continuous enrollment fee . Although it may be possible for a Physician Assistant Studies (Second-Year Students) $12,000/term not registered by the end of the first day of the term . medical student to complete all degree requirements prior to the spring term of the fourth year, a full four years of tuition charges Physician Assistant Studies (Third-Year Students) $7,913/term A student who feels that there are mitigating circumstances must be paid prior to graduation . Respiratory Care $766 as to why the late registration fee should not be applied must first appeal to his or her advisor . If the advisor deems that the Auditing a Course Specialist in Blood Bank $888 information warrants repealing the late registration fee, the Students who are registered in classes for credit and who wish Speech-Language Pathology $1,040 advisor must speak with the program director . If the program director concurs with the advisor, the program advisor will notify to audit a separate class or classes will not be charged for the the Office of the Registrar in writing and the late fee will be audited course(s) . If the student only wishes to audit one or more classes and will not be registered in any classes for credit Rush Medical College Per Term/Summer Term* Per Year removed from the student’s financial account by the Office of Financial Affairs . for that term, the student must register for the Continuous M1 $20,933/$10,466 $52,332 Enrollment course, at which point one credit hour of charge will M2 $25,903 $51,806 Continuous Enrollment Fee be assessed at the student’s normal tuition rate . M3 $17,269 $51,807 Students enrolled in a noncredit residency or academic enrich- M4 $17,269 $51,807 ment program prior to receipt of their degree must be registered

52 53 Welcome to Rush Medical College

As a student at Rush, you have joined a historic institution that has contributed greatly to the development of medicine and health care . Rush is a caring institution that serves the needs of patients, students, faculty, staff and our community . Rush is committed to excellence in all that it does .

Chartered in 1837, Rush Medical College has been a part of the Chicago landscape longer than any other health care institution . Since then, times have changed, and medicine and health care have evolved . Rush’s best traditions continue: hands-on

RUSH UNIVERSITY learning, an unparalleled commitment to community service and experiences sup- ported by outstanding role models . Rush Medical College is a family of over 2,600 Rush Medical College faculty and staff, 515 medical students and 678 residents and fellows . Rush has produced skilled leaders in medicine and science, including thousands of excellent physicians . Explore our website and that of Rush University Medical Center to discover the myriad opportunities that Rush Medical College offers in medical education, clinical care and biomedical research . Please let us know if we can help you in any way .

K . Ranga Rama Krishnan Henry P . Russe, MD, Dean of Rush Medical College

54 55 Rush Medical College Mission Scholar: 1 . Identify individual patients’ barriers to care, and enlist health Required Criminal Background Check Demonstrate a lifelong commitment to continually enhancing care resources to address them . As a medical school located in Illinois, Rush Medical College will Through a supportive and dynamic learning community, Rush practice . Seek out and use scientific evidence to inform decision- enforce the Medical School Matriculant Criminal History Records Medical College nurtures the development of empathic, 2 . Screen, counsel and treat patients using principles of preven- making . Implement an active, planned approach to fill gaps in Check Act, which states that a medical school located in Illinois proficient physicians dedicated to continuous learning, innova- tive medicine . knowledge, skills and attitudes required to deliver care with the must require that each matriculant submit to a fingerprint-based tion and excellence in clinical practice, education, research and 3 . Provide care for underserved and at-risk patient populations potential to contribute to original research . criminal history records check for violent felony convictions and service . using principles of service learning . 1 . Form clinical questions; retrieve and appraise evidence lever- any adjudication of the matriculant as a sex offender conducted Professional: aging information technology to advance patient care . by the Department of State Police and the Federal Bureau of Demonstrate a commitment to ethical practice, high personal Investigation as part of the medical school admissions process . Rush Medical College Vision 2 . Develop a self-improvement plan to bridge gaps in knowl- standards of behavior, accountability to the profession, ongo- Each year beginning January 1, an applicant screening provider Rush Medical College will be the global leader in student- edge, skills and attitudes . ing professional development, and maintenance of personal will procure a background check on applicants at the point of centered, future-oriented medical education . Educator: well-being . their first acceptance . Upon completion of this process, the report Educate peers, patients and families, the public, colleagues, and 1 . Self-assess values and behavior, and take responsibility for procured during the process will be released to Rush Medical other health care professionals using methods appropriate for continuous professional development . College . Rush Medical College Program each audience . 2 . Provide patient care in a respectful manner with patients of Objectives Required Drug Screening 1 . Conduct an educational activity . differing backgrounds, characteristics and beliefs, even when in In preparation for clinical rotations at John H . Stroger, Jr . Hospital The program objectives are key tasks that students will achieve conflict with one’s own . 2 . Educate and counsel patients and their families . of Cook County, all Rush Medical College students are required by the time of graduation . They represent Rush Medical 3 . Engage in self-monitoring and implement a personal wellness College’s commitment to our students, and are written as task Communicator: to submit a urine sample under conditions arranged by Rush plan . Medical College for a drug screening (effective with the first-year statements deemed critical to a successful physician . The course Form strong therapeutic alliances with patients and their 4 . Prioritize and balance patients’ needs with those of oneself class entering in 2015) . First-year students will be tested during and session objectives ultimately serve the program objectives, families by finding common ground, sharing information, and and the public . orientation through a process coordinated by the Student Health and they are used to develop curriculum and assessments . managing care with the patient’s needs, values and preferences Service (Lifetime Medical Associates) . Upon completion of the Program objectives are grouped under eight roles: in mind . 5 . Exemplify integrity and ethical behavior when representing Rush Medical College and the medical profession . testing process, a report will be released to Rush Medical College . Practitioner: 1 . Conduct patient encounters demonstrating core communica- A positive result from the criminal background check, the sex Apply medical knowledge, clinical skills and professional values tion skills including active listening and empathic reflection . Leader: offender assessment and/or the drug screening will result in the in the provision of high-quality care . Collect and interpret infor- Engage others to implement high-quality and innovative health 2 . Tailor management plans to patient perspectives, needs and applicant’s file being presented to the Committee on Student mation, make clinical decisions, and carry out diagnostic and care practices . expectations . Evaluation and Promotion (COSEP) for review and action . If therapeutic interventions . 1 . Assess the performance of others and provide constructive the COSEP verifies that there is a positive result on the crimi- Collaborator: 1 . Gather histories and perform physical examinations . feedback . nal background check, the sex offender assessment and/or the Pursue common goals with other professionals in the health drug screening, Rush Medical College may rescind the student’s 2 . Develop and prioritize differential diagnoses . care environment and community through relationships based 2 . Organize and manage a team to enhance success . acceptance . 3 . Recommend and interpret a core set of diagnostic and on trust, respect, willingness to learn from others, and effective 3 . Report individual and system error and design an intervention screening tests . communication . for improvement . For additional information, visit the Rush Medical College Admissions website at www .rushu .rush .edu/admissions . 4 . Obtain informed consent for tests and procedures . 1 . Give and receive patient handoffs to transition care responsibility . 5 . Perform general procedures including basic life support and Rush Medical College Admissions Process phlebotomy . 2 . Coordinate care by consulting with and making referrals to Rush Medical College Diversity and other health care providers . 6 . Follow up on and reassess diagnostic tests and management Applying to Rush Medical College Inclusion Statement plans with patients . 3 . Participate on intra- and interprofessional teams to promote Rush Medical College utilizes the American Medical College Application Service (AMCAS) for its primary application . Detailed Rush Medical College embraces the Rush University Medical 7 . Recognize patients requiring urgent or emergent care, and patient-centered care . information and application materials are available on the Center Diversity Leadership Council’s vision for diversity and seek help while initiating evaluation and management . Advocate: Association of American Medical Colleges website (www .aamc . the American Association of Medical Colleges’ commitment to 8 . Develop and implement management plans . Develop partnerships with patients and families to navigate org/students/applying/amcas/) . Each applicant who submits an increasing diversity in medical schools . Recognizing that diversity and inclusion enhance the medical education environment and 9 . Compose and discuss orders and prescriptions . the health care system to improve individual health outcomes . AMCAS application to Rush Medical College will receive a sec- Promote public good by raising awareness of important health ondary application invitation by email . The secondary application ultimately the overall health of our community, Rush Medical 10 . Document clinical encounters in the patient record . issues including disease prevention, health promotion, health requires a nonrefundable fee of $100 .00 and must be submitted College seeks to create and support an environment in which 11 . Give oral presentations of clinical encounters . protection and health equity . in its entirety no later than December 15 . faculty, staff and medical students combine their differing back- grounds, diverse perspectives and unique skills as they work with

56 57 peers to solve problems, enhance their ability to work with Rush University is committed to diversity and to attracting and Students should be able to tolerate physically taxing workloads Hospital (CRASH) course prior to beginning the third year . patients and develop new, effective ways to manage health, educating students who will make the population of health care and to function effectively under stress . They should be able to • Pass all required third-year core clerkships . conduct research and deliver care . professionals representative of the national population . adapt to changing environments, display flexibility and learn to • Pass all required fourth-year clerkships . function in the face of uncertainties inherent in the clinical prob- Rush Medical College strives to enroll a highly qualified Our core values — Innovation, Collaboration, Accountability, lems of many patients . Compassion, integrity, concern for others, • Pass all fourth-year electives . and richly diverse student body through holistic review and Respect and Excellence (I CARE) — translate into our work interpersonal skills, professionalism, interest, and motivation are • Be scheduled for completion of all elective clerkship require- individual consideration of the potential contributions that with all students, including those with disabilities . Rush actively all personal qualities that are expected during the education ments by the beginning of the second semester of the stu- applicants with different backgrounds, cultures, perspectives, collaborates with students to develop innovative ways to ensure processes . dent’s fourth year in order to graduate in the next calendar races, ethnicities, characteristics and personal experiences accessibility and creates a respectful, accountable culture year . would make to the educational experience of all students through our confidential and specialized disability support . Ethics and professionalism: Students should maintain and • Successfully complete the Clinical Skills Assessment . and to the school’s cultural, social and learning environment . Rush is committed to excellence in accessibility; we encourage display ethical and moral behaviors commensurate with the Rush Medical College seeks to attain a learning environment students with disabilities to disclose and seek accommodations . role of a physician in all interactions with patients, faculty, staff, • Successfully complete the Capstone Project . that better reflects its community through increased repre- students and the public . The student is expected to understand • Successfully complete the Rush Medical College Service sentation of groups that are underrepresented in medicine in the legal and ethical aspects of the practice of medicine and Learning requirement . Rush Medical College’s surrounding communities . Along with Technical (Nonacademic) Standards function within the law and ethical standards of the medical • Successfully complete all additional weeks of instruction remaining committed to applicants from backgrounds tradi- profession . required by the COSEP depending upon the progress made Observation: Students should be able to obtain information tionally underrepresented in medicine, Rush Medical College by the student . from demonstrations and experiments in the basic sciences . The technical standards delineated above must be met with considers diversity in economic, geographic, gender, age, Students should be able to assess a patient and evaluate find- or without accommodation . Students who, after review of the • Attain the level of achievement required by the faculty for the sexual orientation, racial and ethnic backgrounds as impor- ings accurately . These skills require the use of vision, hearing technical standards, determine that they require reasonable degree of MD within 60 months from matriculation . tant factors in not only creating a diverse community but also and touch or the functional equivalent . accommodation to fully engage in the program should con- influencing an applicant’s potential to succeed as a physician tact the Office of Student Disability Services to confidentially in our rapidly changing and diverse society . Communication: Students should be able to communicate discuss their accommodation needs . Given the clinical nature Graduation Requirements and the National with patients in order to elicit information, detect changes in Resident Matching Program To this end, the Rush Medical College Committee on of our programs, time may be needed to create and implement mood and activity, and establish a therapeutic relationship . Admissions annually identifies factors for consideration the accommodations . Accommodations are never retroactive; The OMSP will immediately notify future residency program Students should be able to communicate in English effectively in building a diverse student body . Further, Rush Medical therefore, timely requests are essential and encouraged . To learn directors when a student who has matched will not complete and sensitively with patients and all members of the health care College’s Faculty Council, utilizing information provided by more about accommodations at Rush University, please contact: graduation requirements by the graduation date . If the inabil- team both in person and in writing . ity to graduate is determined prior to the match, the student the Committee on Admissions and other data, is committed to Marie Ferro-Lusk, MBA, MSW, LSW implementing programs and initiatives designed to meet these Motor: Students should, after a reasonable period of time, pos- Manager, Office of Student Disability Services and the OMSP must immediately notify the National Resident stated diversity goals . sess the capacity to perform a physical examination and perform 600 S . Paulina St ,. Suite 440 Matching Program that the student is withdrawing from the diagnostic maneuvers . Students should be able to execute some Chicago, IL 60612 match . The student must notify all of the programs to which the motor movements required to provide general care to patients (312) 942-5237 student applied that the student is withdrawing from the match . Fulfillment of the Requirements and provide or direct the provision of emergency treatment of Marie_S_Ferro-Lusk@rush edu. patients . Such actions require some coordination of both gross for the MD Degree and fine muscular movements, balance, and equilibrium . Rush Medical College offers an undifferentiated MD degree Doctor of Medicine Intellectual, conceptual, integrative and quantitative Graduation Requirements affirming the general knowledge and skills to function in a abilities: tudents should be able to assimilate detailed and Rush Medical College Academic Program broad variety of clinical situations and the capacity to enter The following are prerequisites to the granting of the degree of complex information presented in both didactic and clini- Doctor of Medicine (MD) by Rush University for students gradu- residency training and qualify for medical licensure . Academic Policies cal coursework, and engage in problem solving . Students are ating in 2016 . Each student’s progress in each year of the Rush Please refer to the policies of the Committee on Student A candidate for the MD degree must have abilities and skills expected to possess the ability to measure, calculate, reason, Medical College curriculum will be evaluated by the Committee in six areas — observation, communication, motor, intellectual analyze, synthesize, and transmit information . In addition, on Student Evaluation and Promotion (COSEP) . Evaluation and Promotion (COSEP) for detailed academic students should be able to comprehend three-dimensional rela- policies . (conceptual, integrative and quantitative), behavioral and • Successfully complete the first- and second-year curricula in tionships, understand the spatial relationships of structures, and social — and demonstrate ethics and professionalism . accordance with COSEP policies and procedures . adapt to different learning environments and modalities . Definition of Student Status Essential abilities and characteristics required for completion • Pass the United States Medical Licensing Examination The status of a student shall be determined in accordance with Behavioral and social abilities: Students should possess the of the MD degree consist of certain minimum physical and (USMLE) Step 1 per the dates set by the Office of Medical these rules by the OMSP or the COSEP . All statuses shall be emotional health required for full utilization of their intellectual cognitive abilities and emotional characteristics to ensure that Student Programs (OMSP) guidelines . recorded on the transcript . Please see the COSEP policies and abilities, the exercise of good judgment, the prompt completion candidates for admission, promotion and graduation are able • Pass USMLE Step 2 Clinical Knowledge (CK) and Clinical procedures for additional details about student status . of all responsibilities attendant to the diagnosis and care of to complete the entire course of study and participate fully Skills (CS) per the dates set by the OMSP guidelines . in all aspects of medical training, with or without reasonable patients, and the development of mature, sensitive and effective Dismissal. Dismissal is the permanent administrative termina- • Attend and complete the Clinical Resources and Skills for the accommodation . relationships with patients, fellow students, faculty and staff . tion of a student .

58 59 Suspension. Suspension is the administrative termination of will be reasonably related to the basis for and seriousness of Electives to defer taking this examination must be granted by the OMSP . the enrollment of a student for a specific period of time . the student’s deficiencies . Such requirements may include but Noncredit elective courses may be taken in parallel with the Students who defer Step 1 beyond the established deadline must need not be limited to the following: study with re-examination, take the exam within nine months of completing the second Withdrawal. Withdrawal is the voluntary termination of enroll- required first-year curriculum: retaking failed courses during the next academic year and year, and defer clinical rotations until a passing score is achieved . ment by a student . retaking all courses including those satisfactorily passed . A Course Title Credits Students who fail the USMLE Step 1 are removed from clinical 1 . A student who withdraws from the college and subsequently failure in a required clerkship must be remediated in a manner rotations and placed on a leave of absence until a passing score RMD-540 Humanities in Medicine I 0 seeks reinstatement must submit a written petition for rein- prescribed by the course director in consultation with the OMSP is achieved . Students who fail the USMLE Step 1 three times are RMD-541 Humanities in Medicine II 0 statement to the Committee on Admissions of the college if and approved by the COSEP, consistent with the reasons for the recommended to the COSEP for dismissal . withdrawal took place before the completion of the student’s student’s failure . A student required to repeat any component(s) RMD-542 Spanish for Medical Professionals I 0 first term of enrollment . If the student withdrew subsequent of a required clerkship must complete the failed course prior to RMD-543 Spanish for Medical Professionals II 0 Curriculum: Third and Fourth Years to the first term, the student must submit a written petition beginning another core rotation . In developing requirements, the RMD-544 Spanish for Medical Professionals III 0 to the COSEP for reinstatement . COSEP will consider the needs of the individual student and will The curricula of the third and fourth years provide students with RMD-780 Basic Biomedical Research I 0 additional training in clinical skills, diagnosis and patient man- 2 . A student who fails to engage in registration for courses or endeavor to develop a program that, if successfully completed, RMD-781 Basic Biomedical Research II 0 agement in a variety of patient care settings . who fails to engage in a course according to the policies of will strengthen the student’s prospects for successfully complet- the college will be considered to have withdrawn . A student ing the remainder of his or her college program . RMD-783 Basic Biomedical Research III 0 Prior to the start of the third year, students participate in the withdrawing under this provision may submit a written peti- RMD-570 Clinical Genetics I 0 Clinical Resources and Skills for the Hospital (CRASH) course, Academic Dismissal tion to the OMSP for reinstatement . The OMSP shall deter- RMD-571 Genetics II 0 which is an intensive review of clinical skills . mine whether special circumstances justified the student’s Grounds for dismissal are outlined in the COSEP policies and RMD-572 Health Equity & Social Justice Leadership I 0 Clinical experiences primarily take place at Rush University failure to engage or whether the student’s petition should be procedures . RMD-573 Health Equity & Social Justice Leadership II 0 Medical Center and the John H . Stroger, Jr . Hospital of Cook forwarded to the COSEP . County . Students request a schedule of the third-year required clerkships and electives through a lottery toward the end of the Course Credit Due to limited enrollment for these courses, registration is deter- Curriculum: First and Second Years mined through a lottery . second year and request a schedule of the fourth-year required Rush Medical College assigns no credit-hour value to its courses . First Year clerkship, subinternship and electives through a lottery toward First- and second-year courses are recorded on the transcript Second Year the end of the third year . according to the term in which the courses are given . Required Curriculum The second-year curriculum is integrated into four courses The first-year curriculum is integrated into six courses taught Third Year taught in sequence through the academic year . The curriculum Grades and Examinations in sequence through the academic year . The curriculum also The third year involves 42 clinical weeks in required core clerk- also includes a capstone course taught in both terms . The grading system for Rush Medical College shall be estab- includes a capstone course in the fall and spring terms . ships in internal medicine, neurology, pediatrics, psychiatry, lished by the COSEP and adhered to by course directors . Please Course Title Credits obstetrics/gynecology, surgery and primary care . The final three see the COSEP policies and procedures for details about course courses of the capstone sequence are also taken during this year . Course Title Credits grading . RMD-566 Reproduction and Sexuality 1 There are six weeks of time (four before or after the primary care RMD-567 Growth, Development and the Life Cycle 1 IPE-502 Interprofessional Patient Centered Teams 1 clerkship and two after the obstetrics and gynecology clerkship) Recording of Grades RMD-560 Foundations of Medical Practice 1 RMD-568 Hematology and Oncology I 1 in which students may take noncredit elective courses for which Please see the COSEP policies and procedures for details about RMD-561 Host Defense and Response 1 RMD-568 A Hematology and Oncology II 1 they are eligible . how grades are recorded and disseminated . RMD-562 Vital Fluids and Gases I 0 RMD-569 Complex Cases and Transition to Clerkships 1 Course Title Credits Student Performance Assessment in a Course RMD-562 A Vital Fluids and Gases II 1 RMD-519 Capstone III 0 MED-703 Core Clerkship: Internal Medicine 8 Please see the COSEP policies and procedures for details on the RMD-563 Energy Metabolism and Nutrition 1 RMD-520 Capstone IV 1 following: NEU-701 Core Clerkship: Neurology 4 RMD-564 Brain, Behavior and Cognition 1 • Performance evaluation Grading in First and Second Years PED-701 Core Clerkship: Pediatrics 8 • Absences from examinations RMD-565 Movement and Mechanics 1 Students in the first and second years will receive a grade of PSY-701 Core Clerkship: Psychiatry 4 • Failed courses in first and second years RMD-517 Capstone I 0 pass, fail or incomplete . OBG-703 Core Clerkship: Obstetrics-Gynecology 6 • Status of students with course failures RMD-518 Capstone II 1 USMLE Step 1 RMD-701 Core Clerkship: Primary Care 4 Remedial Programs Prior to the start of the third year, students must take the United SUR-701 Core Clerkship: Surgery 8 The Committee on Student Evaluation and Promotion (COSEP) States Medical Licensing Examination (USMLE) Step 1 . Students RMD-550 Capstone V 0 and the Office of Medical Student Programs (OMSP) estab- who do not pass USMLE Step 1 are required to discontinue the RMD-551 Capstone VI 1 lish requirements for remedial work for students with course third-year curriculum for remediation (please refer to th section RMD-552 Capstone VII failures in the first or second year . Remedial work requirements on USMLE Step 1 failure for additional information) . Permission

60 61 Fourth Year training and experiences throughout the four years of education . accepted into the program are provided a paid position to work students that evaluate course content, delivery and faculty Required Curriculum Students in the FMLP will participate in a curriculum specifically full time during the summer before the second year on their performance . geared toward the tenets of a family medicine career, emphasiz- research project . Many students continue to participate in these The fourth year involves a required emergency medicine core Committee on Senior Faculty Appointments and ing the impacts of family and community on health, the role of projects after the summer . clerkship, a required senior subinternship, a clinical bridge interdisciplinary care, and the development of skills in leadership Promotions (COSFAP) course to prepare students for residency, and a series of First-year medical students have the opportunity to enroll in the and scholarly pursuit . The function of this committee is to review recommendations elective clerkships that ultimately comprise a minimum of 44 elective course Introduction to Biomedical Research . This year- submitted by chairpersons for appointments or promotions of total weeks . Required senior core clerkships total 12 weeks . A maximum of five students will be admitted per cohort . long course consists of lectures, a journal club and one-on-one faculty members to academic ranks of indefinite terms in Rush The remaining 32 weeks required of the fourth year consist Students will register for the pass/fail course FAM 705 for every work with a faculty mentor to develop a research proposal . Medical College . Recommendations for appointments or promo- of elective study in areas of special interest to each student . term in which they are enrolled in FMLP . FMLP students who Students who are interested in a more in-depth research experi- tions are then submitted to the Office of the Dean for further The choice of electives is guided by the goal of an education- desire to change paths during medical school may opt out of the ally balanced undergraduate experience . Of the 32 weeks ence may request a leave of absence from the Rush Medical action . program . of required student-chosen electives, up to 12 weeks of College curriculum to pursue an MS or PhD degree . elective study may take place at other institutions accredited Committee on Student Evaluation and Promotion by the Liaison Committee on Medical Education (LCME) or (COSEP) the Accreditation Council for Graduate Medical Education Advisor Program Rush Medical College Committees This committee is responsible for developing policies concerning (ACGME), and a maximum of 12 weeks of elective rotations Incoming Rush Medical College students are assigned to faculty Committees exist within the structure of Rush Medical College student status, evaluation and promotion; reviewing the aca- may be taken in a single subspecialty . advisors who will provide support and guidance throughout to ensure the appropriate involvement of faculty and students in demic performance of Rush Medical College students; making their academic career . Small groups of students work with pairs recommendations to the Faculty Council and dean concerning Course Title Credits the various activities of the college . Except for the Rush Medical of advisors, creating an opportunity to develop meaningful College Student Council, each committee includes representa- promotion, graduation and dismissal of students; and determin- EMD-703 Core Clerkship: Emergency Medicine 4 longitudinal relationships . Students meet with their advisors tion from both faculty and students . ing requirements for remedial action for students who have FAM-710 Subinternship: Family Medicine 4 regularly, both in groups and as individuals . Early on, advisors failed medical college courses . MED-710 Subinternship: Internal Medicine 4 assist students with all aspects of their transition to medical Faculty Council school . During the second and third years, the focus shifts to PED-710 Subinternship: Pediatrics 4 This committee is the senior representative body within Rush guidance regarding career exploration and career choice . In the Medical College . The membership includes professors, associate SUR-710 Subinternship: Surgery 4 fourth year, advisors support students in developing a plan for professors, assistant professors, instructors or assistants, and RMD-722 Clinical Bridge Course 4 their residency specialty choice and preparing for the residency one student from each of the four classes, each chosen by vote match . Advisors also serve as professional role models and of the corresponding constituency . Electives sounding boards, and are available to guide students to medi- cal college resources and support services when needed . New Students are required to take 32 weeks of electives . Committee on Committees students are also assigned a group of peer advisors from the This committee has as its primary responsibility the nomination Grading in Third and Fourth Years second, third and fourth years who work with the faculty advi- of individuals to serve on the various standing committees of In the third and fourth years, students will receive a grade of sors to provide advice, provide a student perspective about life, Rush Medical College . The committee is also responsible for honors, high pass, pass, fail or incomplete for each of the clerk- ensure student success and enhance student learning . ships and electives . dealing with grievances presented by members of the Rush Medical College community . USMLE Step 2 Student Research Opportunities Committee on Admissions (CoA) All students must take and pass both the Clinical Knowledge Students are encouraged to pursue additional research experi- (CK) and Clinical Skills (CS) components of USMLE Step 2 Members of this committee are responsible for admissions to ence beyond their work on their Capstone Project . Research during the student’s fourth year by a date determined by the the Rush Medical College . The duties of the committee members opportunities range from laboratory experiences in the biomedi- OMSP . Failures on either component are reported to the COSEP . include but are not limited to setting the admissions criteria that cal sciences to clinical investigation and fieldwork in epidemiol- Students who fail either component of the USMLE Step 2 three will enhance academic excellence, interviewing candidates and ogy, preventive medicine and primary care . Such research can times are recommended to the COSEP for dismissal . selecting the applicants who will be offered acceptance to Rush be carried out during the summer between the first and second Medical College . years or during the time allotted for elective experiences in the fourth year . Family Medicine Leadership Program Committee on Curriculum and Evaluation (CCE) The Dean’s Office Summer Research Fellowships are offered on (FMLP) This committee is responsible for the design, content and a competitive basis to students between the first and second evaluation of the courses and curriculum . With the assistance The Family Medicine Leadership Program (FMLP) gives students years to work on research projects with Rush faculty in basic sci- of course directors, the committee administers surveys to the the opportunity to engage in enhanced primary care clinical ence, clinical research and community service arenas . Students

62 63 Welcome to the College of Nursing

On behalf of the faculty of Rush University College of Nursing, I extend to you our warmest welcome . We are both pleased and honored that you have chosen to further your education at Rush and are committed to having the degree that best prepares you for a rich and fascinating career in nursing and health care . Rush is renowned for its integration of education and practice, and you will have the opportunity to work with extraordinary scholars and clinicians throughout your journey in the College of Nursing . Please know that you can feel comfortable calling on me and any other member of the faculty to meet your personal learning RUSH UNIVERSITY needs .

College of Nursing Your success is our success, and every member of our faculty and staff will do what it takes to ensure, not only your timely completion of the program, but a quality degree that will groom you for health care leadership .

Again, our warmest welcome to Rush University College of Nursing and Rush University Medical Center .

Sincerely, Marquis D . Foreman, PhD, RN, FAAN Dean of the College of Nursing

64 65 College of Nursing Description Person that value scholarship; collaborative members of interprofes- field prior to matriculation . All prerequisite course work must be The faculty believes that a person is a unique being who pos- sional teams and leaders in the profession; and (2) clinical schol- completed prior to the application deadline . Students graduate College of Nursing Description sesses innate dignity and worth with the right to self-determi- ars who contribute to the scientific basis of nursing practice, with a Master of Science in Nursing (MSN) and the ability to sit Rush University College of Nursing is a private, nonprofit nation . Persons live as individuals and as members of families, improve clinical outcomes through evidence-based practice, and for certification as a Clinical Nurse Leader . graduate college of nursing . It currently comprises three communities, and national and global societies . positively influence the profession and the health care system . degree programs — Master of Science in Nursing (MSN), Clinical Nurse Leader (MSN) for RNs Doctor of Nursing Practice (DNP) and Doctor of Philosophy in Environment The Clinical Nurse Leader program for RNs is a part-time, online, Nursing Science (PhD) — and a postgraduate certificate (PGC) The environment includes the multiple systems in which Programs two-year program . The program is available to both bachelor’s- program . The College of Nursing faculty thoroughly prepare persons interact . This environment includes personal, physical, prepared RNs and RNs with an associate’s degree in nursing The College of Nursing offers graduate nursing education that students to advance the quality of patient care and nursing family, community, societal, economic, cultural and politi- and a bachelor’s degree in another field who wish to obtain a allows the student to exit with one of the following degrees: practice in a multitude of health care environments and to cal systems . Persons influence and are influenced by their master’s degree in nursing (MSN) . Graduates have the ability to be leaders focused on improving health outcomes, whether environments . • Master of Science in Nursing (MSN) sit for certification as a Clinical Nurse Leader . at the bedside, in a research setting or as the leader of an • Doctor of Nursing Practice (DNP) organization . Health Doctor of Nursing Practice (DNP) • Doctor of Philosophy in Nursing Science (PhD) The education and preparation of students to meet the health Health is a dynamic state of well-being that interacts with There are currently 14 DNP tracks offered in BSN-DNP and needs of a culturally diverse society is facilitated at Rush by personal factors and the environment . It is perceived in the A set of core courses (or its equivalent) is required for every MSN-DNP options . Some tracks are offered completely online, the integration of academic, research and clinical practice context of a multi-system environment . student . Advanced clinical specialty courses are required as and some are offered in hybrid format with a portion of course components . Rush students have the advantage of attending a determined by an area of advanced practice concentration . work offered only on campus (see the College of Nursing web- private university that is a vital part of a nationally recognized Nursing Cognate courses representing course work from the biological, site for details) . The Nurse Anesthesia track is only offered on academic medical center . This unique integration stimulates Nursing is both a discipline and a profession . The focus of the behavioral and organizational sciences may also be required for campus . Depending upon the area of specialization, most BSN- excellence in education, practice, scholarly activities and discipline is the generation of knowledge related to persons each degree . DNP options range between 62 and 69 credit hours . MSN-DNP professional leadership by the faculty and the graduates of the and their environments for the purpose of maximizing the options require a minimum of 30 credit hours of course work . College of Nursing . well-being of individuals, families, communities and society Admission Entry Points through health promotion, restoration and maintenance . The All clinical specialty areas provide the requisite didactic and The master’s degree in nursing and the Doctor of Nursing Several entry points are available depending on the educational focus of the profession is the care of individuals, groups and clinical course work in order to sit for certification . Course Practice programs at Rush University College of Nursing are goals and academic background of the applicant . communities through application of discipline-specific and requirements vary in each program track . accredited by the Commission on Collegiate Nursing Education discipline-related knowledge . Nurses contribute both individu- 1 . Students with a baccalaureate degree in another field may Some areas of focus have RN practice requirements that must (www .aacnnursing .org/CCNE) . ally and collaboratively with other professionals to promote apply for the Master’s Entry in Nursing (MSN) for Non- be met prior to enrollment in the program . These program-spe- positive health outcomes . Nurses apply a professional code Nurses: Generalist Entry Master’s (GEM) program . cific requirements are delineated below under Program-Specific of ethics and professional guidelines to clinical practice and 2 . RNs with a baccalaureate degree in a field other than nursing Requirements . College of Nursing Mission demonstrate compassion, advocacy and cultural sensitivity . may apply directly for the Clinical Nurse Leader MSN degree . The mission of Rush University College of Nursing is to edu- Students are considered for admission to the DNP program in cate a broadly diverse student body who will deliver excep- Nursing Education 3 . RNs with a baccalaureate degree with an upper-division one of the following areas of focus: tional health care, generate innovative knowledge and provide The education of nurses is a process by which the knowledge, major in nursing may apply directly for the Clinical Nurse Doctor of Nursing Practice in a Clinical Specialty transformative leadership to improve health outcomes for all Leader MSN, advanced practice DNP, or PhD degree options . skills, values and culture of nursing are transmitted to the BSN- or MSN-prepared students select a specific clinical spe- populations . learner . The faculty believes that professional nursing educa- 4 . RNs with a master’s degree in nursing may apply for DNP or cialty track upon application to the DNP program . Students may tion is accomplished in a university setting and in an environ- PhD degree options . choose an area of specialization in one of the following roles ment where nursing education, practice and research are and populations: College of Nursing Vision integrated . Nursing education is built upon knowledge from 5 . RNs who already have an advanced practice graduate degree in nursing (MSN or DNP) who wish to specialize in a different • Nurse Practitioner (NP): The vision of the College of Nursing is to lead health care the sciences, arts and humanities so students understand and clinical area may apply for a nondegree postgraduate certifi- transformation through innovative nursing education, practice, value the human experience and its relationship to health . – Adult-Gerontology Acute Care (AGACNP) cate in selected specialty areas . research and scholarly inquiry . Nursing faculty members foster student growth by providing – Adult-Gerontology Primary Care (AGPCNP) learning experiences in a variety of health care settings so 6 . Non-nurses who hold a graduate degree in a health-related – Family (FNP) students can understand the complexity of health care and field will be considered for admission to the PhD program . – Neonatal (NNP) learn the nursing role . The education of nurses is an interactive College of Nursing Philosophy – Pediatric Primary Care (PNP) process whereby students are actively engaged learners who The College of Nursing philosophy expresses the beliefs of the Master’s Entry in Nursing (MSN) for Non-Nurses: take responsibility for their education and practice . The curri- – Pediatric Acute Care (ACPNP) faculty regarding the meta-paradigm of nursing and nursing Generalist Entry Master’s (GEM) cula of the College of Nursing are designed to produce nurses – Psychiatric-Mental Health (PMHNP) education . who are (1) competent, caring practitioners; lifelong learners The GEM program is a full-time, on-campus, 24-month program . Applicants must have earned a bachelor’s degree in another

66 67 • Clinical Nurse Specialist (CNS): • A brief Rush supplemental application **Cumulative GPA calculated for all applicants; prerequisite sci- Technical Standards – Adult-Gerontology Acute Care (AGACCNS) • Official transcripts from all accredited institutions of higher ence GPA for GEM applicants only; prelicensure nursing GPA Rush University is committed to diversity and to attracting and – Neonatal (NCNS) education attended, regardless of whether a degree was for all graduate programs except GEM . educating students who will make the population of health care – Pediatric (PCNS) earned professionals representative of the national population . Program-Specific Requirements • Advanced Public Health Nursing (APHN) • A current resume or curriculum vitae Our core values — Innovation, Collaboration, Accountability, Generalist Entry Master’s (GEM) applicants must have all prereq- Respect and Excellence (ICARE) — translate into our work • Nurse Anesthesia (CRNA) • Substantive personal essay statement uisite courses completed by the application deadline . with all students, including those with disabilities . Rush actively • RN licensure in the United States (for advanced practice Doctor of Nursing Practice in Leadership Advanced Practice applicants must have the following experi- collaborates with students to develop innovative ways to postlicensure programs) MSN-prepared students select a specific leadership track based ence by the application deadline: ensure accessibility and creates a respectful accountable culture • Three letters of recommendation from faculty and/or work on their desire to improve health outcomes in systems or • Adult-Gerontology Acute Care: minimum of six months through our confidential and specialized disability support . managers (for postlicensure applicants at least one letter populations . of recent adult critical care or adult acute care nursing Rush is committed to excellence in accessibility; we encourage must come from a current or recent employer) . The relation- experience students with disabilities to disclose and seek accommodations . • Transformative Leadership: Systems ship of recommenders to the applicant must be in a super- With sufficient education, the student should able to perform • Transformative Leadership: Population Health visory capacity . Recommendations from friends, relatives, or • Adult-Gerontology Primary Care: minimum of six months of co-workers will not be accepted and will cause the applica- recent nursing experience the following technical standards: tion to be delayed or denied . Please refer to the College of Doctor of Philosophy in Nursing Science (PhD) • Family: minimum of six months of recent nursing experience Acquire information: The Doctor of Philosophy in Nursing Science (PhD) program is a Nursing website for admission guidelines for your specific • Acquire information from demonstrations and experiences • Neonatal: minimum of six months of recent inpatient neona- minimum of 64 credit hours and can be taken as a three-year, program for more detailed recommender information . in nursing courses such as lecture, group and physical tal nursing experience full-time or four-year, part-time curriculum . • GRE (Graduate Record Examination) scores, if required demonstrations . • Nurse Anesthesia: minimum of one year (two years preferred) The PhD in Nursing Science is available to both bachelor’s- and – The GRE is required for all applicants to the Nurse • Acquire information from written documents and computer of recent adult critical care nursing experience master’s-prepared nurses wishing to attain a PhD degree . Non- Anesthesia and PhD programs and cannot be waived . systems (e .g ., literature searches and data retrieval) . nurses who hold a graduate degree in a health-related field may • Pediatric Acute Care: minimum of six months of recent inpa- – The GRE can be waived for other programs under the • Identify information presented in accessible images also apply . The College of Nursing does not require specific work tient pediatric nursing experience following conditions:* from paper, slides, videos with audio description, and experience for admission to the program . 1 . For the Master’s Entry in Nursing (MSN) for Non- • Pediatric Primary Care: minimum of six months of recent transparencies . This program is online; however, it also includes periodic visits Nurses: Generalist Entry Master’s (GEM), a cumulative pediatric nursing experience • Identify information presented in images from paper, slides, to the Rush campus . The initial visit is in the first fall term, with GPA of 3 .25 or higher . • Psychiatric-Mental Health: minimum of six months of recent videos and transparencies . subsequent visits for intensive learning sessions occurring every 2 . For the MSN and DNP postlicensure programs, a cumu- nursing experience summer for the next three years . lative GPA of 3 .25 or higher, a prelicensure nursing • Recognize and assess patient changes in mood, activity, All application materials are taken into consideration when GPA of 3 .0 or higher, a graduate GPA (of a completed cognition, and verbal and nonverbal communication . evaluating an applicant . degree) of 3 .5 or higher . Use and interpret: College Admission Requirements Applicants must have earned a baccalaureate degree with a rec- – Postgraduate certificate students are not required to take • Use and interpret information from assessment techniques/ ognized upper-division major upon enrollment . The majority of All applicants applying to Rush University College of Nursing the GRE . maneuvers such as those involved in assessing respiratory credit toward the degree should be earned through university- do so through a centralized application system, NursingCAS . • TOEFL (Test of English as a Foreign Language) scores, if and cardiac function, blood pressure, blood sugar, neurologi- level course work . Students taking courses under Rush student- Application materials (essay, references, transcripts, GRE scores required cal status, etc . if required, etc .) must be submitted directly to NursingCAS prior at-large status will not be admitted nor allowed to matriculate – TOEFL is required for applicants who are non-native to the application deadline . Applicants will be invited to submit as an enrolled student if their Rush GPA is below 3 0. . A grade • Use and interpret information related to physiologic phe- speakers of English . This requirement may be waived if the a supplemental application directly to the college upon receipt of B or better must be earned in any course taken at another nomena generated from diagnostic tools (e g. ., sphygmoma- applicant has completed a minimum of three years of of their NursingCAS application . institution or as a Rush student-at-large in order for it to be nometer, otoscope, ophthalmoscope) during a comprehensive higher education and received a baccalaureate degree in considered for transfer . examination of a client or patient . the United States . Admission/Application Guidelines Motor: • All foreign institutions attended require course-by-course Deadlines for Application All applicants will be evaluated on the following: • Possess psychomotor skills necessary to provide holistic nurs- ECE, WES or CGFNS transcript evaluation . Current application deadlines for nursing programs may be • A minimum of a bachelor’s degree from an accredited ing care and perform or assist with procedures, treatments obtained on the College of Nursing Programs and Admission institution* * Eligible applicants to the Clinical Nurse Leader program and medication administration . include RNs with a bachelor’s degree in nursing and associ- Web page . All application materials must be received by the • All calculated GPAs of 3 .0 or higher (on a 4 .0 scale)** ate-prepared RNs who have a bachelor’s degree in another indicated deadline . Applicants are encouraged to apply early • Practice in a safe manner, appropriately provide care in emer- • A completed application submitted to NursingCAS area . in order to avoid missing deadlines due to a lack of required gencies and life-support procedures, and perform universal documentation . precautions against contamination .

68 69 Communication: more about accommodations at Rush University, please contact: program . An “F” or “N” grade in any required course places Curriculum the student on academic probation and may result in dismissal • Communicate effectively and sensitively with patients and Marie Ferro-Lusk, MBA, MSW, LSW There is a curriculum committee for each of the College of Nursing from the program . Permission may be given to retake a course families . Manager, Office of Student Disability Services programs: MSN, DNP, and PhD . These committees are charged with at the discretion of the Admissions and Progressions Committee . overseeing the quality and integrity of their respective curricula . The • Communicate effectively with faculty, preceptors and all Rush University If permitted, a student has only one opportunity to achieve a committees review all new courses and/or major changes in the members of the health care team during practicum and other 600 S . Paulina St ., Suite 440 passing grade . An “F” or “N” grade in the repeated courses may curriculum, establish and monitor methodology for curriculum eval- learning experiences . Chicago, IL 60612 result in dismissal . (312) 942-5237 uation, and provide overall consistency for curriculum development . • Accurately elicit information including a medical history and Marie_S_Ferro-Lusk@rush .edu Students in all graduate programs must maintain a cumulative other information to adequately and effectively evaluate a 3 .0 average in graduate course work to remain in good aca- Diversity and Inclusion client or patient’s condition . International Students demic standing . If a student’s cumulative GPA drops below 3 .0, The Diversity and Inclusion Committee provides a forum for com- Intellectual ability: Students from other countries are welcome to apply . Limited he or she will be placed on academic probation . A student may munication across all the faculty standing committees to ensure that diversity and inclusion goals of individual committees are • Measure, calculate, reason, analyze and synthesize data financial aid is available . TOEFL is required for applicants who enroll for no more than two consecutive terms as a probation- supported and strategies are coordinated and aligned to meet the related to patient diagnosis and treatment of patients . are non-native speakers of English . This requirement may be ary student . Students may be dismissed from the College of waived if the applicant has completed a minimum of three years Nursing upon failing to achieve satisfactory academic standing University and College of Nursing strategic plans’ diversity and • Exercise proper judgment and complete responsibilities in of higher education and received a baccalaureate degree in the in the required period of time or if the student incurs a second inclusion goals . a timely and accurate manner according to the advanced United States . probationary event . generalist nursing role . Evaluation To be awarded a degree or certificate, a student must be This committee evaluates the integrity and quality of the academic • Synthesize information, solve problems, and think critically to in good academic standing at the completion of her or his enterprise in the College of Nursing using the College of Nursing judge the most appropriate theory or assessment strategy . Student Progression in the College program . Evaluation Matrix; ensures the College of Nursing programs are • Ask for help when needed, and make proper judgments of of Nursing Please refer to the College of Nursing Student Handbook for a future oriented and innovative in their approach and align with when a nursing task can or cannot be carried out alone . Student progress in the College of Nursing is reviewed and complete review of the college academic progression policy . College of Nursing and University strategic plans; and promotes Behavioral: evaluated in several ways . The progression policies established communication across the three Curriculum Committees by meeting by the faculty are interpreted and applied by the student’s • Maintain mature, sensitive, effective relationships with cli- at least once per term with the three committee chairs to discuss academic advisor, the Office of the Dean, and the College of ents/patients, families, students, faculty, staff, preceptors and College of Nursing Committees curriculum quality issues and processes . Nursing Admissions and Progressions Committee . The College other professionals under all circumstances . Faculty Senate of Nursing reserves the right to request a leave of absence Faculty Appointments and Promotions • Exercise skills of diplomacy to advocate for patients in need . The Faculty Senate is the senior representative and govern- or the withdrawal of any student whose conduct, physical or This committee acts upon the appointments and promotions of ing body for the College of Nursing faculty and operates as • Possess emotional stability to function under stress and adapt mental health, or performance demonstrates lack of fitness for faculty in accordance with the Rules for Governance . the Committee on Committees . The Senate has eight elected to changing environments inherent to the classroom and continuance in a health profession . Should a student’s behavior members: six faculty members and two student representatives . practice settings . come into question, policies and procedures to determine the Faculty Development student’s continuing status in the college are delineated in the Members of this body serve three-year terms . The Faculty Development Committee performs a periodic needs Character: College of Nursing Student Handbook . Standing Committees assessment and establishes, implements and evaluates faculty • Demonstrate concern for others, integrity, accountability, Since much of the work in nursing requires students to achieve orientation, mentoring and development programs in collaboration The standing committees of the College of Nursing assist with interest, and motivation . a progressively higher level of understanding and skill, high with the college and University . the work of the college . The faculty elects members of the com- academic performance is expected . The individual student is • Demonstrate intent and desire to follow the American Nurses mittees every June to serve three-year terms . Students are also responsible for acquiring knowledge inside and outside of Research Association (ANA) Standards of Care and Nursing Code of elected to represent the student body on various committees . formal classroom and clinical settings . Ethics . The committees include the following: This committee establishes, implements and evaluates criteria for the distribution of funds allocated for faculty and student The technical standards delineated above must be met with Academic Progression Policy research activities in collaboration with the Office of Research and or without accommodation . Students who, after review of the Admissions and Progressions A student must achieve an “A” or “B” grade in all required clini- Scholarship with emphasis on underserved populations . They also technical standards, determine that they require reasonable The Admissions and Progressions Committee is responsible cal nursing courses . If a “C” grade is achieved in a single clinical collaborate with the dean and the associate dean for research accommodation to fully engage in the program should con- for the review of all applicants to the College of Nursing and seminar course or a single clinical practicum, the student must regarding matters pertaining to research enrichment and suggest tact the Office of Student Disability Services to confidentially maintaining the admission standards and policies for all nursing repeat the course prior to graduation . A student may repeat only measures for ongoing facilitation of research productivity for faculty discuss their accommodation needs . Given the clinical nature programs . This joint committee is also charged with oversight of one clinical seminar or clinical practicum in a program of study . and students . Postgraduate Nondegree Certificate of our programs, time may be needed to create and implement the progression standards and policies for all nursing programs A grade of “F” or “N” or a second “C” in a required clinical the accommodations . Accommodations are never retroactive; and for the progress and performance review of all students . seminar or clinical practicum may result in dismissal from the therefore, timely requests are essential and encouraged . To learn

70 71 Postgraduate Nondegree Certificate completed prior to admission, then they may be taken as part Postgraduate Advanced Practice - Pediatric Acute Care of the program of study . Review of these courses for equiva- The Postgraduate Nondegree Certificate is intended for nurses lence and transfer credit will be done upon admission into the who already have an advanced practice graduate degree in Specialty Curriculum Content Credit Hours program . nursing (MSN or DNP) who wish to specialize in a different clini- NSG-557A Pediatric Acute Care I 3 Postgraduate advanced practice certificate options are as cal area . Students are expected to take the courses outlined in NSG-557B Pediatric Acute Care II 3 the program(s) of study provided below . In addition, it expected follows: Subtotal: 6 that the student already has the equivalent to the Rush gradu- • Neonatal ate core courses as part of their previous graduate program as Specialty Practica Credit Hours well as the specified additional courses listed for each certificate • Pediatric acute care NRS-541 Master’s Practica 1 - 12 program . If these courses or their equivalent have not been 3 (252 Clock Hours) NRS-600 Specialty Residency 1 - 7 Postgraduate Advanced Practice: Neonatal 3 (252 Clock Hours) Subtotal: 6 Advanced Practice Nursing Core Credit Hours Total: 12 NSG-547 Neonatal Pathophysiology 3 NSG-548 Advanced Neonatal Physical Assessment 3 The following courses are prerequisite graduate-level course work (or equivalent) to be completed prior to or as part of the Subtotal: 6 ACPNP PGC program of study . These courses may be from an Specialty Curriculum Content Credit Hours APRN graduate program from another institution or completed NSG-546 Developmental Physiology of the Fetus/Neonates 3 at Rush University . A gap analysis and individualized program of NSG-549 Neonatal Pharmacotherapeutics 3 study will be completed for each matriculating student . NSG-550A Neonatal Management I 3 Advanced Pathophysiology NSG-550B Neonatal Management II 3 Advanced Pharmacology/Applied Pharmacology NSG-550C Neonatal Management III 3 Advanced Physiology Subtotal: 15 Advanced Health Assessment/Diagnostics Specialty Practica Credit Hours Palliative Care NRS-541 Master’s Practica 1 - 12 Advanced Primary Care of the Child (didactic/practicum) 3 (252 Clock Hours) Transition to the APRN Role NRS-600 Specialty Residency 1 - 7 3 (252 Clock Hours) Subtotal: 6 Total: 27

The following courses are prerequisite graduate-level course work (or equivalent) to be completed prior to or as part of the NNP PGC program of study . These courses may be from an advanced practice registered nurse (APRN) graduate program from another institution or completed at Rush University . A gap analysis and individualized program of study will be completed for each matriculating student . Advanced Pharmacology Advanced Physiology Transition to the APRN Role

72 73 Doctor of Nursing Practice (BSN to DNP) Curriculum Area of Focus: Acute Care Pediatric Nurse Practitioner (ACPNP) Graduate Nursing Core Credit Hours NSG-521 Organizational & Systems Leadership 3 Terminal Objectives Graduation Requirements NSG-522 Applied Epidemiology & Biostatistics for Nursing Practice 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-523 Research for Evidence-Based Practice 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-524 Health Promotion in Individuals & Clinical Populations 3 variety of complex clinical, organizational and/or educational requirements within five years . Subtotal: 12 systems with diverse populations and will be able to effect Advanced Practice Nursing Core Credit Hours changes in health care outcomes through evidence-based NSG-531 Advanced Pharmacology 3 decision making and system redesign . NSG-532 Advanced Physiology 3 • Integrate science-based theories and data-based concepts NSG-533 Advanced Pathophysiology 3 to develop, critically appraise and implement practice NSG-535 Diagnostics for the APRN 3 approaches that improve health care and health care systems . NSG-537 Transition to the APRN Role 3 • Apply organizational theories and systems thinking to NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 improve the quality, cost-effectiveness and safety outcomes NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Life Span: Lab 1 of practice decisions and initiatives . Subtotal: 18 • Apply effective strategies for managing the ethical dilemmas DNP Core Credit Hours inherent in patient care, the health care organization and NSG-600 Leadership in Evolving Health Care Environments 3 research . NSG-602 Health Care Economics, Policy, Finance 3 • Apply knowledge of informatics to monitor and improve NSG-608 Program Evaluation 3 outcomes, programs and systems of care . NSG-610 DNP Project Planning and Implementation 3 • Provide leadership in influencing policies on the financing, NSG-615 DNP Project Proposal Seminar 2 regulation and delivery of health care . Subtotal: 14 • Lead interprofessional teams to improve patient and popula- Specialty Cognates Credit Hours tion health outcomes . IDS-505 Interdisciplinary Studies in Palliative Care 2 • Function independently in an advanced nursing role to NSG-551A Advanced Primary Care of the Child I 3 improve health outcomes in a specialty area of practice . NSG-556 Applied Pharmacology: Pediatric 3 NSG-557A Pediatric Acute Care I 3 NSG-557B Pediatric Acute Care II 3 Subtotal: 14 DNP Practica and Project Credit Hours NSG-606 DNP/Specialty Practicum variable [Primary Care Pediatric] 1 (84 Clock Hours) [Acute Care Pediatric] 5 (420 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 3 (252 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total: 70 Minimum credits required: Successful completion of the ACPNP BSN to DNP track requires 70 semester hours as a minimum for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

74 75 Doctor of Nursing Practice (BSN to DNP) Curriculum Area of Focus: Advanced Public Health Nursing (APHN) Graduate Nursing Core (transfer from graduate program) Credit Hours NSG-522 Applied Epidemiology & Biostatistics for Nursing Practice 3 Terminal Objectives Graduation Requirements NSG-523 Research for Evidence-Based Practice 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . Subtotal: 6 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree DNP Core Credit Hours variety of complex clinical, organizational and/or educational requirements within five years . NSG-600 Leadership in Evolving Health Care Environments 3 systems with diverse populations and will be able to effect NSG-602 Health Care Economics, Policy, Finance 3 changes in health care outcomes through evidence-based Subtotal: 6 decision making and system redesign . Population/Role Cognates Credit Hours • Integrate science-based theories and data-based concepts NSG-536 Principles of Case Management for Advanced Nursing Practice 3 to develop, critically appraise and implement practice NSG-565 Advanced Nursing Roles in Public Health Systems 3 approaches that improve health care and health care systems . NSG-566 Population Assessment and Health Promotion Frameworks 3 • Apply organizational theories and systems thinking to NSG-567 Population Intervention Planning, Implementation & Evaluation 3 improve the quality, cost-effectiveness and safety outcomes NSG-568 Environmental Health 3 of practice decisions and initiatives . NSG-611 Financial & Business Concepts 3 • Apply effective strategies for managing the ethical dilemmas NSG-612 Applied Organizational Analysis & Management of Human Resources 3 inherent in patient care, the health care organization and NSG-613 Data and Decision Making for Strategic Outcomes Management 3 research . NSG-614 The Leader and Policy, Politics, Power & Ethics 3 • Apply knowledge of informatics to monitor and improve Cognates 9 outcomes, programs and systems of care . Subtotal: 36 • Provide leadership in influencing policies on the financing, DNP Practica and Project Credit Hours regulation and delivery of health care . NSG-605 DNP Project 2 (168 Clock Hours) • Lead interprofessional teams to improve patient and popula- NSG-606 DNP/Specialty Practicum variable tion health outcomes . 9 (756 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable • Function independently in an advanced nursing role to 3 (252 Clock Hours) improve health outcomes in a specialty area of practice . Subtotal: 14 Total: 62

Minimum credits required: Successful completion of the APHN BSN to DNP track requires a minimum of 62 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

76 77 Doctor of Nursing Practice (BSN to DNP) Curriculum Area of Focus: Neonatal Clinical Nurse Specialist (NCNS) Graduate Nursing Core Credit Hours NSG-521 Organizational & Systems Leadership 3 Terminal Objectives Graduation Requirements NSG-522 Applied Epidemiology & Biostatistics for Nursing Practice 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-523 Research for Evidence-Based Practice 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-524 Health Promotion in Individuals & Clinical Populations 3 variety of complex clinical, organizational and/or educational requirements within five years . Subtotal: 12 systems with diverse populations and will be able to effect Advanced Practice Nursing Core Credit Hours changes in health care outcomes through evidence-based NSG-531 Advanced Pharmacology 3 decision making and system redesign . NSG-533 Advanced Pathophysiology 3 • Integrate science-based theories and data-based concepts NSG-535 Diagnostics for the APRN 3 to develop, critically appraise and implement practice NSG-537 Transition to the APRN Role 3 approaches that improve health care and health care systems . NSG-547 Neonatal Pathophysiology 3 • Apply organizational theories and systems thinking to NSG-548 Advanced Neonatal Physical Assessment 3 improve the quality, cost-effectiveness and safety outcomes Subtotal: 18 of practice decisions and initiatives . DNP Core Credit Hours • Apply effective strategies for managing the ethical dilemmas NSG-600 Leadership in Evolving Health Care Environments 3 inherent in patient care, the health care organization and NSG-602 Health Care Economics, Policy, Finance 3 research . NSG-608 Program Evaluation 3 • Apply knowledge of informatics to monitor and improve NSG-610 DNP Project Planning and Implementation 3 outcomes, programs and systems of care . NSG-615 DNP Project Proposal Seminar 2 • Provide leadership in influencing policies on the financing, Subtotal: 14 regulation and delivery of health care . Specialty Cognates Credit Hours • Lead interprofessional teams to improve patient and popula- IDS-505 Interdisciplinary Studies in Palliative Care 2 tion health outcomes . NSG-536 Principles of Case Management for Advanced Nursing Practice 3 NSG-546 Developmental Physiology of the Fetus/Neonates 3 • Function independently in an advanced nursing role to improve health outcomes in a specialty area of practice . NSG-549 Neonatal Pharmacotherapeutics 3 NSG-550A Neonatal Management I 3 NSG-550B Neonatal Management II 3 NSG-550C Neonatal Management III 3 NSG-679 Evidence-Based Teaching in Health Professions 3 Subtotal: 23 DNP Practica and Project Credit Hours NSG-606 DNP/Specialty Practicum variable 6 (504 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 3 (252 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total:79 Minimum credits required: Successful completion of the NCNS BSN to DNP track requires a minimum of 79 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required . 78 79 Doctor of Nursing Practice (BSN to DNP) Curriculum Population/Role: Adult-Gerontology Acute Care Clinical Nurse Specialist (AGACCNS) Graduate Nursing Core Credit Hours NSG-521 Organizational & Systems Leadership 3 Terminal Objectives Graduation Requirements NSG-522 Applied Epidemiology & Biostatistics for Nursing Practice 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-523 Research for Evidence-Based Practice 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-524 Health Promotion in Individuals & Clinical Populations 3 variety of complex clinical, organizational and/or educational requirements within five years . Subtotal: 12 systems with diverse populations and will be able to effect Advanced Practice Nursing Core Credit Hours changes in health care outcomes through evidence-based NSG-531 Advanced Pharmacology 3 decision making and system redesign . NSG-532 Advanced Physiology 3 • Integrate science-based theories and data-based concepts NSG-533 Advanced Pathophysiology 3 to develop, critically appraise and implement practice NSG-535 Diagnostics for the APRN 3 approaches that improve health care and health care systems . NSG-537 Transition to the APRN Role 3 • Apply organizational theories and systems thinking to NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 improve the quality, cost-effectiveness and safety outcomes NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Lifespan: Lab 1 of practice decisions and initiatives . Subtotal: 18 • Apply effective strategies for managing the ethical dilemmas DNP Core Credit Hours inherent in patient care, the health care organization and NSG-600 Leadership in Evolving Health Care Environments 3 research . NSG-602 Health Care Economics, Policy, Finance 3 • Apply knowledge of informatics to monitor and improve NSG-608 Program Evaluation 3 outcomes, programs and systems of care . NSG-610 DNP Project Planning and Implementation 3 • Provide leadership in influencing policies on the financing, NSG-615 DNP Project Proposal Seminar 2 regulation and delivery of health care . Subtotal: 14 • Lead interprofessional teams to improve patient and popula- Population/Role Cognates Credit Hours tion health outcomes . NSG-570A Pharmacotherapeutics Acute 3 NSG-571A Management: Adult/Gerontology I 3 • Function independently in an advanced nursing role to improve health outcomes in a specialty area of practice . NSG-571C Management: Adult/Gerontology Acute and Critical Illness 4 NSG-571D Management: Adult/Gerontology: Acute & Critical Illness II 2 NSG-572 Quality and Safety for the Aging Adult 3 NSG-679 Evidence-Based Teaching in Health Professions 3 Subtotal: 18 DNP Practica and Project Credit Hours NSG-606 DNP/Specialty Practicum variable 5 (420 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 4 (336 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total:74 Minimum credits required: Successful completion of the AGACCNS BSN to DNP track requires a minimum of 74 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

80 81 Doctor of Nursing Practice (BSN to DNP) Curriculum Population/Role: Adult-Gerontology Acute Care Nurse Practitioner (AGACNP) Graduate Nursing Core Credit Hours This area of focus is a post-master’s practice doctorate that Graduation Requirements NSG-521 Organizational & Systems Leadership 3 NSG-522 Applied Epidemiology & Biostatistics for Nursing Practice 3 prepares graduates for systems-level leadership and improving The DNP degree requires a minimum of 62 trimester hours of outcomes in a variety of settings . Students considered for postbaccalaureate or 30 trimester hours of post-master’s study . NSG-523 Research for Evidence-Based Practice 3 admission should have leadership experience . All Doctor of Nursing Practice students must complete degree NSG-524 Health Promotion in Individuals & Clinical Populations 3 requirements within five years . Subtotal: 12 Terminal Objectives Advanced Practice Nursing Core Credit Hours The DNP degree is designed to prepare graduates to function as NSG-531 Advanced Pharmacology 3 highly developed clinicians/leaders in advanced nursing practice NSG-532 Advanced Physiology 3 or systems of care . Graduates will be prepared to practice in a NSG-533 Advanced Pathophysiology 3 variety of complex clinical, organizational and/or educational systems with diverse populations and will be able to effect NSG-535 Diagnostics for the APRN 3 changes in health care outcomes through evidence-based NSG-537 Transition to the APRN Role 3 decision making and system redesign . NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 • Integrate science-based theories and data-based concepts NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Lifespan: Lab 1 to develop, critically appraise and implement practice Subtotal: 18 approaches that improve health care and health care systems . DNP Core Credit Hours • Apply organizational theories and systems thinking to NSG-600 Leadership in Evolving Health Care Environments 3 improve the quality, cost-effectiveness and safety outcomes NSG-602 Health Care Economics, Policy, Finance 3 of practice decisions and initiatives . NSG-608 Program Evaluation 3 • Apply effective strategies for managing the ethical dilemmas NSG-610 DNP Project Planning and Implementation 3 inherent in patient care, the health care organization and NSG-615 DNP Project Proposal Seminar 2 research . Subtotal: 14 • Apply knowledge of informatics to monitor and improve Population/Role Cognates Credit Hours outcomes, programs and systems of care . NSG-570A Pharmacotherapeutics Acute 3 NSG-571A Management: Adult/Gerontology I 3 • Provide leadership in influencing policies on the financing, regulation and delivery of health care . NSG-571C Management: Adult/Gerontology Acute and Critical Illness 4 NSG-571D Management: Adult/Gerontology: Acute & Critical Illness II 2 • Lead interprofessional teams to improve patient and popula- NSG-572 Quality and Safety for the Aging Adult 3 tion health outcomes . Subtotal: 15 • Function independently in an advanced nursing role to DNP Practica and Project Credit Hours improve health outcomes in a specialty area of practice . NSG-606 DNP/Specialty Practicum variable 4 (336 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 5 (420 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total:71 Minimum credits required: Successful completion of the AGACNP BSN to DNP track requires a minimum of 71 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

82 83 Doctor of Nursing Practice (BSN to DNP) Curriculum Population/Role: Adult-Gerontology Clinical Nurse Specialist (AGCNS) Graduate Nursing Core Credit Hours NSG-521 Organizational & Systems Leadership 3 Terminal Objectives Graduation Requirements NSG-522 Applied Epidemiology & Biostatistics for Nursing Practice 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-523 Research for Evidence-Based Practice 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-524 Health Promotion in Individuals & Clinical Populations 3 variety of complex clinical, organizational and/or educational requirements within five years . Subtotal: 12 systems with diverse populations and will be able to effect Advanced Practice Nursing Core Credit Hours changes in health care outcomes through evidence-based NSG-531 Advanced Pharmacology 3 decision making and system redesign . NSG-532 Advanced Physiology 3 • Integrate science-based theories and data-based concepts NSG-533 Advanced Pathophysiology 3 to develop, critically appraise and implement practice NSG-535 Diagnostics for the APRN 3 approaches that improve health care and health care systems . NSG-537 Transition to the APRN Role 3 • Apply organizational theories and systems thinking to NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 improve the quality, cost-effectiveness and safety outcomes NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Lifespan: Lab 1 of practice decisions and initiatives . Subtotal: 18 • Apply effective strategies for managing the ethical dilemmas DNP Core Credit Hours inherent in patient care, the health care organization and NSG-600 Leadership in Evolving Health Care Environments 3 research . NSG-602 Health Care Economics, Policy, Finance 3 • Apply knowledge of informatics to monitor and improve NSG-608 Program Evaluation 3 outcomes, programs and systems of care . NSG-610 DNP Project Planning and Implementation 3 • Provide leadership in influencing policies on the financing, NSG-615 DNP Project Proposal Seminar 2 regulation and delivery of health care . Subtotal: 14 • Lead interprofessional teams to improve patient and popula- Population/Role Cognates Credit Hours tion health outcomes . NSG-534 Major Psychopathological Disorders 3 NSG-570B Pharmacotherapeutics Primary Care 3 • Function independently in an advanced nursing role to improve health outcomes in a specialty area of practice . NSG-571A Management: Adult/Gerontology I 3 NSG-571B Management: Adult/Gerontology II 3 NSG-572 Quality and Safety for the Aging Adult 3 NSG-679 Evidence-Based Teaching in Health Professions 3 Subtotal: 18 DNP Practica and Project Credit Hours NSG-606 DNP/Specialty Practicum variable 5 (420 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 4 (336 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total: 74 Minimum credits required: Successful completion of the AGCNS BSN to DNP track requires a minimum of 74 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

84 85 Doctor of Nursing Practice (BSN to DNP) Curriculum Population/Role: Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP) Graduate Nursing Core Credit Hours NSG-521 Organizational & Systems Leadership 3 Terminal Objectives Graduation Requirements NSG-522 Applied Epidemiology & Biostatistics for Nursing Practice 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-523 Research for Evidence-Based Practice 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-524 Health Promotion in Individuals & Clinical Populations 3 variety of complex clinical, organizational and/or educational requirements within five years . Subtotal: 12 systems with diverse populations and will be able to effect Advanced Practice Nursing Core Credit Hours changes in health care outcomes through evidence-based NSG-531 Advanced Pharmacology 3 decision making and system redesign . NSG-532 Advanced Physiology 3 • Integrate science-based theories and data-based concepts NSG-533 Advanced Pathophysiology 3 to develop, critically appraise and implement practice NSG-535 Diagnostics for the APRN 3 approaches that improve health care and health care systems . NSG-537 Transition to the APRN Role 3 • Apply organizational theories and systems thinking to NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 improve the quality, cost-effectiveness and safety outcomes NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Lifespan: Lab 1 of practice decisions and initiatives . Subtotal: 18 • Apply effective strategies for managing the ethical dilemmas DNP Core Credit Hours inherent in patient care, the health care organization and NSG-600 Leadership in Evolving Health Care Environments 3 research . NSG-602 Health Care Economics, Policy, Finance 3 • Apply knowledge of informatics to monitor and improve NSG-608 Program Evaluation 3 outcomes, programs and systems of care . NSG-610 DNP Project Planning and Implementation 3 • Provide leadership in influencing policies on the financing, NSG-615 DNP Project Proposal Seminar 2 regulation and delivery of health care . Subtotal: 14 • Lead interprofessional teams to improve patient and popula- Population/Role Cognates Credit Hours tion health outcomes . NSG-534 Major Psychopathological Disorders 3 NSG-570B Pharmacotherapeutics Primary Care 3 • Function independently in an advanced nursing role to improve health outcomes in a specialty area of practice . NSG-571A Management: Adult/Gerontology I 3 NSG-571B Management: Adult/Gerontology II 3 NSG-572 Quality and Safety for the Aging Adult 3 Subtotal: 15 DNP Practica and Project Credit Hours NSG-606 DNP/Specialty Practicum variable 5 (420 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 4 (336 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total: 71 Minimum credits required: Successful completion of the AGPCNP BSN to DNP track requires a minimum of 71 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

86 87 Doctor of Nursing Practice (BSN to DNP) Curriculum Population/Role: Family Nurse Practitioner (FNP) Graduate Nursing Core Credit Hours NSG-521 Organizational & Systems Leadership 3 Terminal Objectives Graduation Requirements NSG-522 Applied Epidemiology & Biostatistics for Nursing Practice 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-523 Research for Evidence-Based Practice 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree Subtotal: 9 variety of complex clinical, organizational and/or educational requirements within five years . Advanced Practice Nursing Core Credit Hours systems with diverse populations and will be able to effect NSG-531 Advanced Pharmacology 3 changes in health care outcomes through evidence-based NSG-532 Advanced Physiology 3 decision making and system redesign . NSG-533 Advanced Pathophysiology 3 • Integrate science-based theories and data-based concepts NSG-535 Diagnostics for the APRN 3 to develop, critically appraise and implement practice NSG-537 Transition to the APRN Role 3 approaches that improve health care and health care systems . NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 • Apply organizational theories and systems thinking to NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Lifespan: Lab 1 improve the quality, cost-effectiveness and safety outcomes Subtotal: 18 of practice decisions and initiatives . DNP Core Credit Hours • Apply effective strategies for managing the ethical dilemmas NSG-600 Leadership in Evolving Health Care Environments 3 inherent in patient care, the health care organization and NSG-602 Health Care Economics, Policy, Finance 3 research . NSG-608 Program Evaluation 3 • Apply knowledge of informatics to monitor and improve NSG-610 DNP Project Planning and Implementation 3 outcomes, programs and systems of care . NSG-615 DNP Project Proposal Seminar 2 • Provide leadership in influencing policies on the financing, Subtotal: 14 regulation and delivery of health care . Population/Role Cognates Credit Hours • Lead interprofessional teams to improve patient and popula- NSG-534 Major Psychopathological Disorders 3 tion health outcomes . NSG-566 Population Assessment and Health Promotion Frameworks 3 NSG-569 Maternal Child Management for the FNP 3 • Function independently in an advanced nursing role to improve health outcomes in a specialty area of practice . NSG-570B Pharmacotherapeutics Primary Care 3 NSG-571A Management: Adult/Gerontology I 3 NSG-571B Management: Adult/Gerontology II 3 Subtotal: 18 DNP Practica and Project Credit Hours NSG-606 DNP/Specialty Practicum variable 6 (504 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 3 (252 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total: 71 Minimum credits required: Successful completion of the FNP BSN to DNP track requires 71 semester hours as a minimum for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

88 89 Doctor of Nursing Practice (BSN to DNP) Curriculum Population/Role: Neonatal Nurse Practitioner (NNP) Graduate Nursing Core Credit Hours NSG-521 Organizational & Systems Leadership 3 Terminal Objectives Graduation Requirements NSG-522 Applied Epidemiology & Biostatistics for Nursing Practice 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-523 Research for Evidence-Based Practice 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-524 Health Promotion in Individuals & Clinical Populations 3 variety of complex clinical, organizational and/or educational requirements within five years . Subtotal: 12 systems with diverse populations and will be able to effect Advanced Practice Nursing Core Credit Hours changes in health care outcomes through evidence-based NSG-531 Advanced Pharmacology 3 decision making and system redesign . NSG-533 Advanced Pathophysiology 3 • Integrate science-based theories and data-based concepts NSG-537 Transition to the APRN Role 3 to develop, critically appraise and implement practice NSG-547 Neonatal Pathophysiology 3 approaches that improve health care and health care systems . NSG-548 Advanced Neonatal Physical Assessment 3 • Apply organizational theories and systems thinking to Subtotal: 15 improve the quality, cost-effectiveness and safety outcomes DNP Core Credit Hours of practice decisions and initiatives . NSG-600 Leadership in Evolving Health Care Environments 3 • Apply effective strategies for managing the ethical dilemmas NSG-602 Health Care Economics, Policy, Finance 3 inherent in patient care, the health care organization and NSG-608 Program Evaluation 3 research . NSG-610 DNP Project Planning and Implementation 3 • Apply knowledge of informatics to monitor and improve NSG-615 DNP Project Proposal Seminar 2 outcomes, programs and systems of care . Subtotal: 14 • Provide leadership in influencing policies on the financing, Population/Role Cognates Credit Hours regulation and delivery of health care . NSG-546 Developmental Physiology of the Fetus/Neonates 3 • Lead interprofessional teams to improve patient and popula- NSG-549 Neonatal Pharmacotherapeutics 3 tion health outcomes . NSG-550A Neonatal Management I 3 NSG-550B Neonatal Management II 3 • Function independently in an advanced nursing role to improve health outcomes in a specialty area of practice . NSG-550C Neonatal Management III 3 Subtotal: 15 DNP Practica and Project Credit Hours NSG-606 DNP/Specialty Practicum variable 6 (504 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 3 (252 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total: 68

Minimum credits required: Successful completion of the NNP BSN to DNP track requires a minimum of 68 semester hours for gradua- tion . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

90 91 Doctor of Nursing Practice (BSN to DNP) Curriculum Population/Role: Nurse Anesthesia (CRNA) Graduate Nursing Core Credit Hours NSG-521 Organizational & Systems Leadership 3 Terminal Objectives Graduation Requirements NSG-522 Applied Epidemiology & Biostatistics for Nursing Practice 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-523 Research for Evidence-Based Practice 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-524 Health Promotion in Individuals & Clinical Populations 3 variety of complex clinical, organizational and/or educational requirements within five years . Subtotal: 12 systems with diverse populations and will be able to effect Advanced Practice Nursing Core Credit Hours changes in health care outcomes through evidence-based NSG-531 Advanced Pharmacology 3 decision making and system redesign . NSG-532 Advanced Physiology 3 • Integrate science-based theories and data-based concepts NSG-533 Advanced Pathophysiology 3 to develop, critically appraise and implement practice NSG-537 Transition to the APRN Role 3 approaches that improve health care and health care systems . NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 • Apply organizational theories and systems thinking to NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Life Span: Lab 1 improve the quality, cost-effectiveness and safety outcomes Subtotal: 15 of practice decisions and initiatives . DNP Core Credit Hours • Apply effective strategies for managing the ethical dilemmas NSG-600 Leadership in Evolving Health Care Environments 3 inherent in patient care, the health care organization and NSG-602 Health Care Economics, Policy, Finance 3 research . NSG-608 Program Evaluation 3 • Apply knowledge of informatics to monitor and improve NSG-610 DNP Project Planning and Implementation 3 outcomes, programs and systems of care . NSG-615 DNP Project Proposal Seminar 2 • Provide leadership in influencing policies on the financing, Subtotal: 14 regulation and delivery of health care . Population/Role Cognates Credit Hours • Lead interprofessional teams to improve patient and popula- ANA-500 Introduction to Neurobiology 3 tion health outcomes . NSG-541 Chemistry & Physics in Anesthesia 3 NSG-542 Nurse Anesthesia Pharmacology 3 • Function independently in an advanced nursing role to improve health outcomes in a specialty area of practice . NSG-543A Anesthesia Principles I: Basic Principles of Nurse Anesthesia 3 NSG-543B Anesthesia Principles II: Advanced Principles of Nurse Anesthesia 3 NSG-543C Anesthesia Principles III: Obstetric & Pediatric Anesthesia 3 Subtotal: 18 DNP Practica and Project Credit Hours NSG-606 DNP/Specialty Practicum variable 9 (756 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 18 (1512 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 30 Total: 89 Minimum credits required: Successful completion of the CRNA BSN to DNP track requires a minimum of 89 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

92 93 Doctor of Nursing Practice (BSN to DNP) Curriculum Population/Role: Pediatric Clinical Nurse Specialist (PCNS) Graduate Nursing Core Credit Hours NSG-521 Organizational & Systems Leadership 3 Terminal Objectives Graduation Requirements NSG-522 Applied Epidemiology & Biostatistics for Nursing Practice 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-523 Research for Evidence-Based Practice 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-524 Health Promotion in Individuals & Clinical Populations 3 variety of complex clinical, organizational and/or educational requirements within five years . Subtotal: 12 systems with diverse populations and will be able to effect Advanced Practice Nursing Core Credit Hours changes in health care outcomes through evidence-based NSG-531 Advanced Pharmacology 3 decision making and system redesign . NSG-532 Advanced Physiology 3 • Integrate science-based theories and data-based concepts NSG-533 Advanced Pathophysiology 3 to develop, critically appraise and implement practice NSG-535 Diagnostics for the APRN 3 approaches that improve health care and health care systems . NSG-537 Transition to the APRN Role 3 • Apply organizational theories and systems thinking to NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 improve the quality, cost-effectiveness and safety outcomes NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Life Span: Lab 1 of practice decisions and initiatives . Subtotal: 18 • Apply effective strategies for managing the ethical dilemmas DNP Core Credit Hours inherent in patient care, the health care organization and NSG-600 Leadership in Evolving Health Care Environments 3 research . NSG-602 Health Care Economics, Policy, Finance 3 • Apply knowledge of informatics to monitor and improve NSG-608 Program Evaluation 3 outcomes, programs and systems of care . NSG-610 DNP Project Planning and Implementation 3 • Provide leadership in influencing policies on the financing, NSG-615 DNP Project Proposal Seminar 2 regulation and delivery of health care . Subtotal: 14 • Lead interprofessional teams to improve patient and popula- Population/Role Cognates Credit Hours tion health outcomes . IDS-505 Interdisciplinary Studies in Palliative Care 2 NSG-536 Principles of Case Management for Advanced Nursing Practice 3 • Function independently in an advanced nursing role to improve health outcomes in a specialty area of practice . NSG-551A Advanced Primary Care of the Child I 3 NSG-556 Applied Pharmacology: Pediatric 3 NSG-557A Pediatric Acute Care I 3 NSG-557B Pediatric Acute Care II 3 NSG-679 Evidence-Based Teaching in Health Professions 3 Subtotal: 20 DNP Practica and Project Credit Hours NSG-606 DNP/Specialty Practicum variable 6 (504 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 3 (252 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total: 76 Minimum credits required: Successful completion of the PCNS BSN to DNP track requires a minimum of 76 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

94 95 Doctor of Nursing Practice (BSN to DNP) Curriculum Population/Role: Pediatric Nurse Practitioner (PNP) Graduate Nursing Core Credit Hours NSG-521 Organizational & Systems Leadership 3 Terminal Objectives Graduation Requirements NSG-522 Applied Epidemiology & Biostatistics for Nursing Practice 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-523 Research for Evidence-Based Practice 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-524 Health Promotion in Individuals & Clinical Populations 3 variety of complex clinical, organizational and/or educational requirements within five years . Subtotal: 12 systems with diverse populations and will be able to effect Advanced Practice Nursing Core Credit Hours changes in health care outcomes through evidence-based NSG-531 Advanced Pharmacology 3 decision making and system redesign . NSG-532 Advanced Physiology 3 • Integrate science-based theories and data-based concepts NSG-533 Advanced Pathophysiology 3 to develop, critically appraise and implement practice NSG-535 Diagnostics for the APRN 3 approaches that improve health care and health care systems . NSG-537 Transition to the APRN Role 3 • Apply organizational theories and systems thinking to NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 improve the quality, cost-effectiveness and safety outcomes NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Life Span: Lab 1 of practice decisions and initiatives . Subtotal: 18 • Apply effective strategies for managing the ethical dilemmas DNP Core Credit Hours inherent in patient care, the health care organization and NSG-600 Leadership in Evolving Health Care Environments 3 research . NSG-602 Health Care Economics, Policy, Finance 3 • Apply knowledge of informatics to monitor and improve NSG-608 Program Evaluation 3 outcomes, programs and systems of care . NSG-610 DNP Project Planning and Implementation 3 • Provide leadership in influencing policies on the financing, NSG-615 DNP Project Proposal Seminar 2 regulation and delivery of health care . Subtotal: 14 • Lead interprofessional teams to improve patient and popula- Population/Role Cognates Credit Hours tion health outcomes . IDS-505 Interdisciplinary Studies in Palliative Care 2 NSG-551A Advanced Primary Care of the Child I 3 • Function independently in an advanced nursing role to improve health outcomes in a specialty area of practice . NSG-551B Advanced Primary Care of the Child II 3 NSG-551C Advanced Primary Care of the Child III 3 NSG-556 Applied Pharmacology: Pediatric 3 Subtotal: 14 DNP Practica and Project Credit Hours NSG-606 DNP/Specialty Practicum variable 6 (504 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 3 (252 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total: 70

Minimum credits required: Successful completion of the PNP BSN to DNP track requires a minimum of 70 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

96 97 Doctor of Nursing Practice (BSN to DNP) Curriculum Population/Role: Psychiatric-Mental Health Nurse Practitioner (PMHNP) Graduate Nursing Core Credit Hours NSG-521 Organizational & Systems Leadership 3 Terminal Objectives Graduation Requirements NSG-522 Applied Epidemiology & Biostatistics for Nursing Practice 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-523 Research for Evidence-Based Practice 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-524 Health Promotion in Individuals & Clinical Populations 3 variety of complex clinical, organizational and/or educational requirements within five years . Subtotal: 12 systems with diverse populations and will be able to effect Advanced Practice Nursing Core Credit Hours changes in health care outcomes through evidence-based NSG-531 Advanced Pharmacology 3 decision making and system redesign . NSG-533 Advanced Pathophysiology 3 • Integrate science-based theories and data-based concepts NSG-537 Transition to the APRN Role 3 to develop, critically appraise and implement practice NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 approaches that improve health care and health care systems . NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Life Span: Lab 1 • Apply organizational theories and systems thinking to Subtotal: 12 improve the quality, cost-effectiveness and safety outcomes DNP Core Credit Hours of practice decisions and initiatives . NSG-600 Leadership in Evolving Health Care Environments 3 • Apply effective strategies for managing the ethical dilemmas NSG-602 Health Care Economics, Policy, Finance 3 inherent in patient care, the health care organization and NSG-608 Program Evaluation 3 research . NSG-610 DNP Project Planning and Implementation 3 • Apply knowledge of informatics to monitor and improve NSG-615 DNP Project Proposal Seminar 2 outcomes, programs and systems of care . Subtotal: 14 • Provide leadership in influencing policies on the financing, Population/Role Cognates Credit Hours regulation and delivery of health care . NSG-534 Major Psychopathological Disorders 3 • Lead interprofessional teams to improve patient and popula- NSG-575 Psychopharmacology 3 tion health outcomes . NSG-576 Neuropathophysiology: A Life Span Approach 3 NSG-577A Diagnostics and Management I: Psychiatric Assessment Across the Life Span 3 • Function independently in an advanced nursing role to improve health outcomes in a specialty area of practice . NSG-577B Diagnostics and Management II: Evidence-Based Treatment 3 NSG-577C Diagnostics and Management III: Group Therapy and Complex Care 3 Subtotal: 18 DNP Practica and Project Credit Hours NSG-606 DNP/Specialty Practicum variable 6 (504 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 3 (252 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total: 68

Minimum credits required: Successful completion of the PMHNP BSN to DNP track requires a minimum of 68 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

98 99 Doctor of Nursing Practice (MSN to DNP-APRN) Curriculum Area of Focus: Acute Pediatric Care Nurse Practitioner (ACPNP) DNP Core Credit Hours NSG-600 Leadership in Evolving Health Care Environments 3 Terminal Objectives Graduation Requirements NSG-602 Health Care Economics, Policy, Finance 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-608 Program Evaluation 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-610 DNP Project Planning and Implementation 3 variety of complex clinical, organizational and/or educational requirements within five years . NSG-615 DNP Project Proposal Seminar 2 systems with diverse populations and will be able to effect Subtotal: 14 changes in health care outcomes through evidence-based Specialty Cognates Credit Hours decision making and system redesign . IDS-505 Interdisciplinary Studies in Palliative Care 2 • Integrate science-based theories and data-based concepts NSG-557A Pediatric Acute Care I 3 to develop, critically appraise and implement practice NSG-557B Pediatric Acute Care II 3 approaches that improve health care and health care systems . Subtotal: 8 • Apply organizational theories and systems thinking to DNP Practica and Project Credit Hours improve the quality, cost-effectiveness and safety outcomes NSG-606 DNP/Specialty Practicum variable of practice decisions and initiatives . [Acute Care Pediatric] 3 (252 Clock Hours) • Apply effective strategies for managing the ethical dilemmas NSG-607 DNP/Specialty Immersion Residency variable inherent in patient care, the health care organization and 3 (252 Clock Hours) research . NSG-609A DNP Project Practicum A 1 (84 Clock Hours) • Apply knowledge of informatics to monitor and improve NSG-609B DNP Project Practicum B 1 (84 Clock Hours) outcomes, programs and systems of care . NSG-609C DNP Project Practicum C 1 (84 Clock Hours) • Provide leadership in influencing policies on the financing, Subtotal: 9 regulation and delivery of health care . Total: 31 • Lead interprofessional teams to improve patient and popula- Minimum credits required: Successful completion of the ACPNP MSN to DNP track for the APRN requires a minimum of 31 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required . tion health outcomes .

• Function independently in an advanced nursing role to A gap analysis will be performed and an individualized program improve health outcomes in a specialty area of practice . of study will be developed based on previous graduate educa- tion completed with evidence of the following course work: • Advanced Health Assessment Across the Life Span/ Diagnostics for the APRN • Advanced Physiology and Advanced Pathophysiology • Advanced Pharmacology and Pharmacotherapeutics • Transition to the APRN Role • Research • Biostatistics/Epidemiology • Advanced Primary Care of the Child Didactic and Practicum It is expected that previous clinical hours plus DNP Specialty Practicum and Immersion hours will be equal to or greater than 1000 clock hours . *Evidence of current APRN certification and active practice within the past two years required .

100 101 Doctor of Nursing Practice (MSN to DNP-APRN) Curriculum Area of Focus: Pediatric Nurse Practitioner (PNP) DNP Core Credit Hours NSG-600 Leadership in Evolving Health Care Environments 3 Terminal Objectives Graduation Requirements NSG-602 Health Care Economics, Policy, Finance 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-608 Program Evaluation 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-610 DNP Project Planning and Implementation 3 variety of complex clinical, organizational and/or educational requirements within five years . NSG-615 DNP Project Proposal Seminar 2 systems with diverse populations and will be able to effect Subtotal: 14 changes in health care outcomes through evidence-based Population/Role Cognates Credit Hours decision making and system redesign . IDS-505 Interdisciplinary Studies in Palliative Care 2 • Integrate science-based theories and data-based concepts NSG-551A Advanced Primary Care of the Child I 3 to develop, critically appraise and implement practice NSG-551B Advanced Primary Care of the Child II 3 approaches that improve health care and health care systems . NSG-551C Advanced Primary Care of the Child III 3 • Apply organizational theories and systems thinking to NSG-556 Applied Pharmacology: Pediatric 3 improve the quality, cost-effectiveness and safety outcomes Subtotal: 14 of practice decisions and initiatives . DNP Practica and Project Credit Hours • Apply effective strategies for managing the ethical dilemmas NSG-606 DNP/Specialty Practicum variable inherent in patient care, the health care organization and 6 (504 Clock Hours) research . NSG-607 DNP/Specialty Immersion Residency variable • Apply knowledge of informatics to monitor and improve 3 (252 Clock Hours) outcomes, programs and systems of care . NSG-609A DNP Project Practicum A 1 (84 Clock Hours) • Provide leadership in influencing policies on the financing, NSG-609B DNP Project Practicum B 1 (84 Clock Hours) regulation and delivery of health care . NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 • Lead interprofessional teams to improve patient and popula- tion health outcomes . Total: 40 • Function independently in an advanced nursing role to Minimum credits required: Successful completion of the PNP MSN to DNP track for APRNs requires a minimum of 40 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required . improve health outcomes in a specialty area of practice .

A gap analysis will be performed and an individualized program It is expected that previous clinical hours plus DNP Specialty of study will be developed based on previous graduate educa- Practicum and Immersion hours will be equal to or greater than tion completed with evidence of the following course work: 1000 clock hours . • Advanced Health Assessment Across the Life Span/ *Evidence of current APRN certification and active practice Diagnostics for the APRN within the past two years required . • Pathophysiology Across the Life Span • Advanced Pharmacology and Pharmacotherapeutics • Transition to the APRN Role • Research • Biostatistics/Epidemiology

102 103 Doctor of Nursing Practice (MSN to DNP-APRN) Curriculum Area of Focus: Transformative Leadership: Population Health DNP Core Credit Hours This area of focus is on the development of population-based Graduation Requirements NSG-600 Leadership in Evolving Health Care Environments 3 NSG-602 Health Care Economics, Policy, Finance 3 knowledge and skills to enhance clinical health outcomes for The DNP degree requires a minimum of 62 trimester hours of patient aggregates, communities and populations . Students postbaccalaureate or 30 trimester hours of post-master’s study . Subtotal: 6 with a MSN in a primary care specialty as well as non-APRN All Doctor of Nursing Practice students must complete degree Population/Role Cognates Credit Hours MSNs will be considered for admission to the Transformative requirements within five years . NSG-565 Advanced Nursing Roles in Public Health Systems 3 Leadership: Population Health option . NSG-566 Population Assessment and Health Promotion Frameworks 3 NSG-567 Population Intervention Planning, Implementation & Evaluation 3 Terminal Objectives NSG-536 Principles of Case Management for Advanced Nursing Practice 3 The DNP degree is designed to prepare graduates to function as OR highly developed clinicians/leaders in advanced nursing practice NSG-568 Environmental Health 3 or systems of care . Graduates will be prepared to practice in a variety of complex clinical, organizational and/or educational NSG-611 Financial & Business Concepts 3 systems with diverse populations and will be able to effect NSG-614 The Leader and Policy, Politics, Power & Ethics 3 changes in health care outcomes through evidence-based Subtotal: 18 decision making and system redesign . DNP Practica and Project Credit Hours • Integrate science-based theories and data-based concepts NSG-605 DNP Project 2 (168 Clock Hours) to develop, critically appraise and implement practice NSG-606 DNP/Specialty Practicum variable approaches that improve health care and health care systems . 3 (252 Clock Hours) • Apply organizational theories and systems thinking to NSG-607 DNP/Specialty Immersion Residency variable improve the quality, cost-effectiveness and safety outcomes 2 (168 Clock Hours) of practice decisions and initiatives . Subtotal: 7 Total: 31 • Apply effective strategies for managing the ethical dilemmas inherent in patient care, the health care organization and Minimum credits required: Successful completion of the APHN MSN to DNP track for APRNs requires a minimum of 31 semester hours research . for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required . • Apply knowledge of informatics to monitor and improve outcomes, programs and systems of care . It is expected that previous clinical hours plus DNP Specialty Practicum and Immersion hours will be equal to or greater than • Provide leadership in influencing policies on the financing, 1000 clock hours . regulation and delivery of health care . The equivalent of Biostatistics/Epidemiology must be completed • Lead interprofessional teams to improve patient and popula- prior to admission or added to the plan of study . tion health outcomes . • Function independently in an advanced nursing role to improve health outcomes in a specialty area of practice .

104 105 Doctor of Nursing Practice (MSN to DNP-APRN) Curriculum Population/Role: Adult-Gerontology Acute Care Nurse Practitioner (AGACNP) DNP Core Credit Hours NSG-600 Leadership in Evolving Health Care Environments 3 Terminal Objectives Graduation Requirements NSG-602 Health Care Economics, Policy, Finance 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-608 Program Evaluation 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-610 DNP Project Planning and Implementation 3 variety of complex clinical, organizational and/or educational requirements within five years . NSG-615 DNP Project Proposal Seminar 2 systems with diverse populations and will be able to effect Subtotal: 14 changes in health care outcomes through evidence-based Population/Role Cognates Credit Hours decision making and system redesign . NSG-570A Pharmacotherapeutics Acute 3 • Integrate science-based theories and data-based concepts NSG-571A Management: Adult/Gerontology I 3 to develop, critically appraise and implement practice NSG-571C Management: Adult/Gerontology Acute and Critical Illness 4 approaches that improve health care and health care systems . NSG-571D Management: Adult/Gerontology: Acute & Critical Illness II 2 • Apply organizational theories and systems thinking to NSG-572 Quality and Safety for the Aging Adult 3 improve the quality, cost-effectiveness and safety outcomes Subtotal: 15 of practice decisions and initiatives . DNP Practica and Project Credit Hours • Apply effective strategies for managing the ethical dilemmas NSG-606 DNP/Specialty Practicum variable inherent in patient care, the health care organization and 1 (84 Clock Hours) research . NSG-607 DNP/Specialty Immersion Residency variable • Apply knowledge of informatics to monitor and improve 5 (420 Clock Hours) outcomes, programs and systems of care . NSG-609A DNP Project Practicum A 1 (84 Clock Hours) • Provide leadership in influencing policies on the financing, NSG-609B DNP Project Practicum B 1 (84 Clock Hours) regulation and delivery of health care . NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 9 • Lead interprofessional teams to improve patient and popula- tion health outcomes . Total: 38 Minimum credits required: Successful completion of the AGACNP MSN to DNP track for APRNs requires a minimum of 38 semester • Function independently in an advanced nursing role to hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required . improve health outcomes in a specialty area of practice .

A gap analysis will be performed and an individualized program of study will be developed based on previous graduate educa- tion completed with evidence of the following course work: • Advanced Health Assessment Across the Life Span • Advanced Pathophysiology • Advanced Pharmacology • Transition to the APRN Role • Research • Biostatistics/Epidemiology It is expected that previous clinical hours plus DNP Specialty Practicum and Immersion hours will be equal to or greater than 1000 clock hours .

106 107 Doctor of Nursing Practice (MSN to DNP-APRN) Curriculum Population/Role: Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP) DNP Core Credit Hours NSG-600 Leadership in Evolving Health Care Environments 3 Terminal Objectives Graduation Requirements NSG-602 Health Care Economics, Policy, Finance 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-608 Program Evaluation 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-610 DNP Project Planning and Implementation 3 variety of complex clinical, organizational and/or educational requirements within five years . NSG-615 DNP Project Proposal Seminar 2 systems with diverse populations and will be able to effect Subtotal: 14 changes in health care outcomes through evidence-based Population/Role Cognates Credit Hours decision making and system redesign . NSG-534 Major Psychopathological Disorders 3 • Integrate science-based theories and data-based concepts NSG-570B Pharmacotherapeutics Primary Care 3 to develop, critically appraise and implement practice NSG-571A Management: Adult/Gerontology I 3 approaches that improve health care and health care systems . NSG-571B Management: Adult/Gerontology II 3 • Apply organizational theories and systems thinking to NSG-572 Quality and Safety for the Aging Adult 3 improve the quality, cost-effectiveness and safety outcomes Subtotal: 15 of practice decisions and initiatives . DNP Practica and Project Credit Hours • Apply effective strategies for managing the ethical dilemmas NSG-606 DNP/Specialty Practicum variable inherent in patient care, the health care organization and 2 (168 Clock Hours) research . NSG-607 DNP/Specialty Immersion Residency variable • Apply knowledge of informatics to monitor and improve 4 (336 Clock Hours) outcomes, programs and systems of care . NSG-609A DNP Project Practicum A 1 (84 Clock Hours) • Provide leadership in influencing policies on the financing, NSG-609B DNP Project Practicum B 1 (84 Clock Hours) regulation and delivery of health care . NSG-609C NP Project Practicum C 1 (84 Clock Hours) Subtotal: 9 • Lead interprofessional teams to improve patient and popula- tion health outcomes . Total: 38 Minimum credits required: Successful completion of the AGPCNP MSN to DNP track for APRNs requires a minimum of 38 semester • Function independently in an advanced nursing role to hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required . improve health outcomes in a specialty area of practice .

A gap analysis will be performed and an individualized program of study will be developed based on previous graduate educa- tion completed with evidence of the following course work: • Advanced Health Assessment Across the Life Span • Advanced Pathophysiology • Advanced Pharmacology • Transition to the APRN Role • Research • Biostatistics/Epidemiology It is expected that previous clinical hours plus DNP Specialty Practicum and Immersion hours will be equal to or greater than 1000 clock hours .

108 109 Doctor of Nursing Practice (MSN to DNP-APRN) Curriculum Population/Role: Psychiatric-Mental Health Nurse Practitioner (PMHNP) DNP Core Credit Hours NSG-600 Leadership in Evolving Health Care Environments 3 Terminal Objectives Graduation Requirements NSG-602 Health Care Economics, Policy, Finance 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-608 Program Evaluation 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-610 DNP Project Planning and Implementation 3 variety of complex clinical, organizational and/or educational requirements within five years . NSG-615 DNP Project Proposal Seminar 2 systems with diverse populations and will be able to effect Subtotal: 14 changes in health care outcomes through evidence-based Population/Role Cognates Credit Hours decision making and system redesign . NSG-534 Major Psychopathological Disorders 3 • Integrate science-based theories and data-based concepts NSG-575 Psychopharmacology 3 to develop, critically appraise and implement practice NSG-576 Neuropathophysiology: A Life Span Approach 3 approaches that improve health care and health care systems . NSG-577A Diagnostics and Management I: Psychiatric Assessment Across the Life Span 3 • Apply organizational theories and systems thinking to NSG-577B Diagnostics and Management II: Evidence-Based Treatment 3 improve the quality, cost-effectiveness and safety outcomes NSG-577C Diagnostics and Management III: Group Therapy and Complex Care 3 of practice decisions and initiatives . Subtotal: 18 • Apply effective strategies for managing the ethical dilemmas DNP Practica and Project Credit Hours inherent in patient care, the health care organization and NSG-606 DNP/Specialty Practicum variable research . 6 (504 Clock Hours) • Apply knowledge of informatics to monitor and improve NSG-607 DNP/Specialty Immersion Residency variable outcomes, programs and systems of care . 3 (252 Clock Hours) • Provide leadership in influencing policies on the financing, NSG-609A DNP Project Practicum A 1 (84 Clock Hours) regulation and delivery of health care . NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) • Lead interprofessional teams to improve patient and popula- tion health outcomes . Subtotal: 12 Total: 44 • Function independently in an advanced nursing role to improve health outcomes in a specialty area of practice . Minimum credits required: Successful completion of the PMHNP MSN to DNP track for APRNs requires a minimum of 44 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

A gap analysis will be performed and an individualized program of study will be developed based on previous graduate educa- tion completed with evidence of the following course work: • Advanced Health Assessment Across the Life Span • Advanced Pathophysiology • Advanced Pharmacology • Transition to the APRN Role • Research • Biostatistics/Epidemiology It is expected that previous clinical hours plus DNP Specialty Practicum and Immersion hours will be equal to or greater than 1000 clock hours .

110 111 Doctor of Nursing Practice (MSN to DNP-non-APRN) Curriculum Population/Role: Psychiatric-Mental Health Nurse Practitioner (PMHNP) Advanced Practice Nursing Core Credit Hours NSG-531 Advanced Pharmacology 3 Terminal Objectives Graduation Requirements NSG-533 Advanced Pathophysiology 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-537 Transition to the APRN Role 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 variety of complex clinical, organizational and/or educational requirements within five years . NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Life Span: Lab 1 systems with diverse populations and will be able to effect Subtotal: 12 changes in health care outcomes through evidence-based DNP Core Credit Hours decision making and system redesign . NSG-600 Leadership in Evolving Health Care Environments 3 • Integrate science-based theories and data-based concepts NSG-602 Health Care Economics, Policy, Finance 3 to develop, critically appraise and implement practice NSG-608 Program Evaluation 3 approaches that improve health care and health care systems . NSG-610 DNP Project Planning and Implementation 3 • Apply organizational theories and systems thinking to NSG-615 DNP Project Proposal Seminar 2 improve the quality, cost-effectiveness and safety outcomes Subtotal: 14 of practice decisions and initiatives . Population/Role Cognates Credit Hours • Apply effective strategies for managing the ethical dilemmas NSG-534 Major Psychopathological Disorders 3 inherent in patient care, the health care organization and NSG-575 Psychopharmacology 3 research . NSG-576 Neuropathophysiology: A Life Span Approach 3 • Apply knowledge of informatics to monitor and improve NSG-577A Diagnostics and Management I: Psychiatric Assessment Across the Life Span 3 outcomes, programs and systems of care . NSG-577B Diagnostics and Management II: Evidence-Based Treatment 3 • Provide leadership in influencing policies on the financing, NSG-577C Diagnostics and Management III: Group Therapy and Complex Care 3 regulation and delivery of health care . Subtotal: 18 • Lead interprofessional teams to improve patient and popula- DNP Practica and Project Credit Hours tion health outcomes . NSG-606 DNP/Specialty Practicum variable 6 (504 Clock Hours) • Function independently in an advanced nursing role to improve health outcomes in a specialty area of practice . NSG-607 DNP/Specialty Immersion Residency variable 3 (252 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total: 56

Minimum credits required: Successful completion of the PMHNP MSN to DNP track for non-APRNs requires 56 semester hours as a minimum for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

The equivalent of Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study .

112 113 Doctor of Nursing Practice (MSN to DNP-non-APRN) Curriculum Area of Focus: Acute Care Pediatric Nurse Practitioner (ACPNP) Advanced Practice Nursing Core Credit Hours NSG-531 Advanced Pharmacology 3 Terminal Objectives Graduation Requirements NSG-532 Advanced Physiology 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-533 Advanced Pathophysiology 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-535 Diagnostics for the APRN 3 variety of complex clinical, organizational and/or educational requirements within five years . NSG-537 Transition to the APRN Role 3 systems with diverse populations and will be able to effect NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 changes in health care outcomes through evidence-based NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Life Span: Lab 1 decision making and system redesign . Subtotal: 18 • Integrate science-based theories and data-based concepts DNP Core Credit Hours to develop, critically appraise and implement practice NSG-600 Leadership in Evolving Health Care Environments 3 approaches that improve health care and health care systems . NSG-602 Health Care Economics, Policy, Finance 3 • Apply organizational theories and systems thinking to NSG-608 Program Evaluation 3 improve the quality, cost-effectiveness and safety outcomes NSG-610 DNP Project Planning and Implementation 3 of practice decisions and initiatives . NSG-615 DNP Project Proposal Seminar 2 • Apply effective strategies for managing the ethical dilemmas Subtotal: 14 inherent in patient care, the health care organization and Specialty Cognates Credit Hours research . IDS-505 Interdisciplinary Studies in Palliative Care 2 • Apply knowledge of informatics to monitor and improve NSG-551A Advanced Primary Care of the Child I 3 outcomes, programs and systems of care . NSG-556 Applied Pharmacology: Pediatric 3 • Provide leadership in influencing policies on the financing, NSG-557A Pediatric Acute Care I 3 regulation and delivery of health care . NSG-557B Pediatric Acute Care II 3 • Lead interprofessional teams to improve patient and popula- Subtotal: 14 tion health outcomes . DNP Practica and Project Credit Hours • Function independently in an advanced nursing role to NSG-606 DNP/Specialty Practicum variable improve health outcomes in a specialty area of practice . [Primary Care Pediatric] 1 (84 Clock Hours) [Acute Care Pediatric] 5 (420 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 3 (252 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total: 58

Minimum credits required: Successful completion of the ACPNP MSN to DNP track for non-APRNs requires a minimum of 58 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

The equivalent of Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study .

114 115 Doctor of Nursing Practice (MSN to DNP-non-APRN) Curriculum Area of Focus: Acute Care Pediatric Nurse Practitioner (ACPNP) Area of Focus: Advanced Public Health DNP Core Credit Hours Nursing (APHN) NSG-600 Leadership in Evolving Health Care Environments 3 Terminal Objectives Graduation Requirements NSG-602 Health Care Economics, Policy, Finance 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of Subtotal: 6 highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . Population/Role Cognates Credit Hours or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-536 Principles of Case Management for Advanced Nursing Practice 3 variety of complex clinical, organizational and/or educational requirements within five years . NSG-565 Advanced Nursing Roles in Public Health Systems 3 systems with diverse populations and will be able to effect NSG-566 Population Assessment and Health Promotion Frameworks 3 changes in health care outcomes through evidence-based deci- NSG-567 Population Intervention Planning, Implementation & Evaluation 3 sion making and system redesign . NSG-568 Environmental Health 3 • Integrate science-based theories and data-based concepts NSG-611 Financial & Business Concepts 3 to develop, critically appraise and implement practice NSG-612 Applied Organizational Analysis & Management of Human Resources 3 approaches that improve health care and health care systems . NSG-613 Data and Decision Making for Strategic Outcomes Management 3 • Apply organizational theories and systems thinking to NSG-614 The Leader and Policy, Politics, Power & Ethics 3 improve the quality, cost-effectiveness and safety outcomes Subtotal: 27 of practice decisions and initiatives . DNP Practica and Project Credit Hours • Apply effective strategies for managing the ethical dilemmas NSG-605 DNP Project 2 (168 Clock Hours) inherent in patient care, the health care organization and NSG-606 DNP/Specialty Practicum variable research . 9 (756 Clock Hours) • Apply knowledge of informatics to monitor and improve NSG-607 DNP/Specialty Immersion Residency variable outcomes, programs and systems of care . 3 (252 Clock Hours) • Provide leadership in influencing policies on the financing, Subtotal: 14 regulation and delivery of health care . Total: 47 • Lead interprofessional teams to improve patient and popula- tion health outcomes . Minimum credits required: Successful completion of the APHN MSN to DNP track for non-APRNs requires a minimum of 47 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required . • Function independently in an advanced nursing role to improve health outcomes in a specialty area of practice . The equivalent of Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study .

116 117 Doctor of Nursing Practice (MSN to DNP-non-APRN) Curriculum Population/Role: Adult-Gerontology Acute Care Clinical Nurse Specialist (AGACCNS) Advanced Practice Nursing Core Credit Hours NSG-531 Advanced Pharmacology 3 Terminal Objectives Graduation Requirements NSG-532 Advanced Physiology 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-533 Advanced Pathophysiology 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-535 Diagnostics for the APRN 3 variety of complex clinical, organizational and/or educational requirements within five years . NSG-537 Transition to the APRN Role 3 systems with diverse populations and will be able to effect NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 changes in health care outcomes through evidence-based NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Life Span: Lab 1 decision making and system redesign . Subtotal: 18 • Integrate science-based theories and data-based concepts DNP Core Credit Hours to develop, critically appraise and implement practice NSG-600 Leadership in Evolving Health Care Environments 3 approaches that improve health care and health care systems . NSG-602 Health Care Economics, Policy, Finance 3 • Apply organizational theories and systems thinking to NSG-608 Program Evaluation 3 improve the quality, cost-effectiveness and safety outcomes NSG-610 DNP Project Planning and Implementation 3 of practice decisions and initiatives . NSG-615 DNP Project Proposal Seminar 2 • Apply effective strategies for managing the ethical dilemmas Subtotal: 14 inherent in patient care, the health care organization and Population/Role Cognates Credit Hours research . NSG-570A Pharmacotherapeutics Acute 3 • Apply knowledge of informatics to monitor and improve NSG-571A Management: Adult/Gerontology I 3 outcomes, programs and systems of care . NSG-571C Management: Adult/Gerontology Acute and Critical Illness 4 • Provide leadership in influencing policies on the financing, NSG-571D Management: Adult/Gerontology: Acute & Critical Illness II 2 regulation and delivery of health care . NSG-572 Quality and Safety for the Aging Adult 3 • Lead interprofessional teams to improve patient and popula- NSG-679 Evidence-Based Teaching in Health Professions 3 tion health outcomes . Subtotal: 18 • Function independently in an advanced nursing role to DNP Practica and Capstone Credit Hours improve health outcomes in a specialty area of practice . NSG-606 DNP/Specialty Practicum variable 5 (420 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 4 (336 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total: 62 Minimum credits required: Successful completion of the AGACCNS MSN to DNP track for non-APRNs requires a minimum of 62 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

The equivalent of Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study .

118 119 Doctor of Nursing Practice (MSN to DNP-non-APRN) Curriculum Population/Role: Adult-Gerontology Acute Care Nurse Practitioner (AGACNP) Advanced Practice Nursing Core Credit Hours NSG-531 Advanced Pharmacology 3 Terminal Objectives Graduation Requirements NSG-532 Advanced Physiology 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-533 Advanced Pathophysiology 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-535 Diagnostics for the APRN 3 variety of complex clinical, organizational and/or educational requirements within five years . NSG-537 Transition to the APRN Role 3 systems with diverse populations and will be able to effect NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 changes in health care outcomes through evidence-based NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Life Span: Lab 1 decision making and system redesign . Subtotal: 18 • Integrate science-based theories and data-based concepts DNP Core Credit Hours to develop, critically appraise and implement practice NSG-600 Leadership in Evolving Health Care Environments 3 approaches that improve health care and health care systems . NSG-602 Health Care Economics, Policy, Finance 3 • Apply organizational theories and systems thinking to NSG-608 Program Evaluation 3 improve the quality, cost-effectiveness and safety outcomes NSG-610 DNP Project Planning and Implementation 3 of practice decisions and initiatives . NSG-615 DNP Project Proposal Seminar 2 • Apply effective strategies for managing the ethical dilemmas Subtotal: 14 inherent in patient care, the health care organization and Population/Role Cognates Credit Hours research . NSG-570A Pharmacotherapeutics Acute 3 • Apply knowledge of informatics to monitor and improve NSG-571A Management: Adult/Gerontology I 3 outcomes, programs and systems of care . NSG-571C Management: Adult/Gerontology Acute and Critical Illness 4 • Provide leadership in influencing policies on the financing, NSG-571D Management: Adult/Gerontology: Acute & Critical Illness II 2 regulation and delivery of health care . NSG-572 Quality and Safety for the Aging Adult 3 • Lead interprofessional teams to improve patient and popula- Subtotal: 15 tion health outcomes . DNP Practica and Project Credit Hours • Function independently in an advanced nursing role to NSG-606 DNP/Specialty Practicum variable improve health outcomes in a specialty area of practice . 4 (336 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 5 (420 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total: 59 Minimum credits required: Successful completion of the AGACNP MSN to DNP track for non-APRNs requires a minimum of 59 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

The equivalent of Research and Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study .

120 121 Doctor of Nursing Practice (MSN to DNP-non-APRN) Curriculum Population/Role: Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP) Advanced Practice Nursing Core Credit Hours NSG-531 Advanced Pharmacology 3 Terminal Objectives Graduation Requirements NSG-532 Advanced Physiology 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-533 Advanced Pathophysiology 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-535 Diagnostics for the APRN 3 variety of complex clinical, organizational and/or educational requirements within five years . NSG-537 Transition to the APRN Role 3 systems with diverse populations and will be able to effect NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 changes in health care outcomes through evidence-based NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Life Span: Lab 1 decision making and system redesign . Subtotal: 18 • Integrate science-based theories and data-based concepts DNP Core Credit Hours to develop, critically appraise and implement practice NSG-600 Leadership in Evolving Health Care Environments 3 approaches that improve health care and health care systems . NSG-602 Health Care Economics, Policy, Finance 3 • Apply organizational theories and systems thinking to NSG-608 Program Evaluation 3 improve the quality, cost-effectiveness and safety outcomes NSG-610 DNP Project Planning and Implementation 3 of practice decisions and initiatives . NSG-615 DNP Project Proposal Seminar 2 • Apply effective strategies for managing the ethical dilemmas Subtotal: 14 inherent in patient care, the health care organization and Population/Role Cognates Credit Hours research . NSG-534 Major Psychopathological Disorders 3 • Apply knowledge of informatics to monitor and improve NSG-570B Pharmacotherapeutics Primary Care 3 outcomes, programs and systems of care . NSG-571A Management: Adult/Gerontology I 3 • Provide leadership in influencing policies on the financing, NSG-571B Management: Adult/Gerontology II 3 regulation and delivery of health care . NSG-572 Quality and Safety for the Aging Adult 3 • Lead interprofessional teams to improve patient and popula- Subtotal: 15 tion health outcomes . DNP Practica and Project Credit Hours • Function independently in an advanced nursing role to NSG-606 DNP/Specialty Practicum variable improve health outcomes in a specialty area of practice . 5 (420 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 4 (336 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total: 59 Minimum credits required: Successful completion of the AGPCNP MSN to DNP track for non-APRNs requires a minimum of 59 semes- ter hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

The equivalent of Research and Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study .

122 123 Doctor of Nursing Practice (MSN to DNP-non-APRN) Curriculum Population/Role: Pediatric Nurse Practitioner (PNP) Advanced Practice Nursing Core Credit Hours NSG-531 Advanced Pharmacology 3 Terminal Objectives Graduation Requirements NSG-532 Advanced Physiology 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-533 Advanced Pathophysiology 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-535 Diagnostics for the APRN 3 variety of complex clinical, organizational and/or educational requirements within five years . NSG-537 Transition to the APRN Role 3 systems with diverse populations and will be able to effect NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 changes in health care outcomes through evidence-based NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Life Span: Lab 1 decision making and system redesign . Subtotal: 18 • Integrate science-based theories and data-based concepts DNP Core Credit Hours to develop, critically appraise and implement practice NSG-600 Leadership in Evolving Health Care Environments 3 approaches that improve health care and health care systems . NSG-602 Health Care Economics, Policy, Finance 3 • Apply organizational theories and systems thinking to NSG-608 Program Evaluation 3 improve the quality, cost-effectiveness and safety outcomes NSG-610 DNP Project Planning and Implementation 3 of practice decisions and initiatives . NSG-615 DNP Project Proposal Seminar 2 • Apply effective strategies for managing the ethical dilemmas Subtotal: 14 inherent in patient care, the health care organization and Population/Role Cognates Credit Hours research . IDS-505 Interdisciplinary Studies in Palliative Care 2 • Apply knowledge of informatics to monitor and improve NSG-551A Advanced Primary Care of the Child I 3 outcomes, programs and systems of care . NSG-551B Advanced Primary Care of the Child II 3 • Provide leadership in influencing policies on the financing, NSG-551C Advanced Primary Care of the Child III 3 regulation and delivery of health care . NSG-556 Applied Pharmacology: Pediatric 3 • Lead interprofessional teams to improve patient and popula- Subtotal: 14 tion health outcomes . DNP Practica and Project Credit Hours • Function independently in an advanced nursing role to NSG-606 DNP/Specialty Practicum variable improve health outcomes in a specialty area of practice . 6 (504 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 3 (252 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total: 58 Minimum credits required: Successful completion of the PNP MSN to DNP track for non-APRNs requires a minimum of 58 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

The equivalent of Research and Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study .

124 125 Doctor of Nursing Practice (MSN to DNP) Curriculum Area of Focus: Neonatal Clinical Nurse Specialist (NCNS) Advanced Practice Nursing Core Credit Hours NSG-531 Advanced Pharmacology 3 Terminal Objectives Graduation Requirements NSG-533 Advanced Pathophysiology 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-535 Diagnostics for the APRN 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-537 Transition to the APRN Role 3 variety of complex clinical, organizational and/or educational requirements within five years . NSG-547 Neonatal Pathophysiology 3 systems with diverse populations and will be able to effect NSG-548 Advanced Neonatal Physical Assessment 3 changes in health care outcomes through evidence-based Subtotal: 18 decision making and system redesign . DNP Core Credit Hours • Integrate science-based theories and data-based concepts NSG-600 Leadership in Evolving Health Care Environments 3 to develop, critically appraise and implement practice NSG-602 Health Care Economics, Policy, Finance 3 approaches that improve health care and health care systems . NSG-608 Program Evaluation 3 • Apply organizational theories and systems thinking to NSG-610 DNP Project Planning and Implementation 3 improve the quality, cost-effectiveness and safety outcomes NSG-615 DNP Project Proposal Seminar 2 of practice decisions and initiatives . Subtotal: 14 • Apply effective strategies for managing the ethical dilemmas Population/Role Cognates Credit Hours inherent in patient care, the health care organization and IDS-505 Interdisciplinary Studies in Palliative Care 2 research . NSG-536 Principles of Case Management for Advanced Nursing Practice 3 • Apply knowledge of informatics to monitor and improve NSG-546 Developmental Physiology of the Fetus/Neonates 3 outcomes, programs and systems of care . NSG-549 Neonatal Pharmacotherapeutics 3 • Provide leadership in influencing policies on the financing, NSG-550A Neonatal Management I 3 regulation and delivery of health care . NSG-550B Neonatal Management II 3 • Lead interprofessional teams to improve patient and popula- NSG-550C Neonatal Management III 3 tion health outcomes . NSG-679 Evidence-Based Teaching in Health Professions 3 • Function independently in an advanced nursing role to Subtotal: 23 improve health outcomes in a specialty area of practice . DNP Practica and Project Credit Hours NSG-606 DNP/Specialty Practicum variable 6 (504 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 3 (252 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total: 67

Minimum credits required: Successful completion of the NCNS MSN to DNP track requires a minimum of 67 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

The equivalent of Research and Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study .

126 127 Doctor of Nursing Practice (MSN to DNP) Curriculum Area of Focus: Transformative Leadership: Systems DNP Core Credit Hours This area of focus is a post-master’s practice doctorate that Graduation Requirements NSG-600 Leadership in Evolving Health Care Environments 3 NSG-602 Health Care Economics, Policy, Finance 3 prepares graduates for systems-level leadership and improving The DNP degree requires a minimum of 62 trimester hours of outcomes in a variety of settings . Students considered for admis- postbaccalaureate or 30 trimester hours of post-master’s study . NSG-608 Program Evaluation 3 sion should have potential or demonstrated leadership ability . All Doctor of Nursing Practice students must complete degree NSG-610 DNP Project Planning and Implementation 3 requirements within five years . NSG-615 DNP Project Proposal Seminar 2 Terminal Objectives Subtotal: 14 The DNP degree is designed to prepare graduates to function as Population/Role Cognates Credit Hours highly developed clinicians/leaders in advanced nursing practice NSG-611 Financial & Business Concepts 3 or systems of care . Graduates will be prepared to practice in a variety of complex clinical, organizational and/or educational NSG-612 Applied Organizational Analysis & Management of Human Resources 3 systems with diverse populations and will be able to effect NSG-613 Data and Decision Making for Strategic Outcomes Management 3 changes in health care outcomes through evidence-based NSG-614 The Leader and Policy, Politics, Power & Ethics 3 decision making and system redesign . NSG-682 Developing Professional Writing Skills 3 • Integrate science-based theories and data-based concepts Subtotal: 15 to develop, critically appraise and implement practice DNP Practica and Project Credit Hours approaches that improve health care and health care systems . NSG-606 DNP/Specialty Practicum variable • Apply organizational theories and systems thinking to [Systems] 1 (84 Clock Hours) improve the quality, cost-effectiveness and safety outcomes NSG-607 DNP/Specialty Immersion Residency variable of practice decisions and initiatives . 2 (168 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) • Apply effective strategies for managing the ethical dilemmas inherent in patient care, the health care organization and NSG-609B DNP Project Practicum B 1 (84 Clock Hours) research . NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 6 • Apply knowledge of informatics to monitor and improve outcomes, programs and systems of care . Total: 35 • Provide leadership in influencing policies on the financing, Minimum credits required: Successful completion of the Systems MSN to DNP track requires a minimum of 35 semester hours for regulation and delivery of health care . graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required . • Lead interprofessional teams to improve patient and popula- tion health outcomes . It is expected that previous clinical hours plus DNP Specialty • Function independently in an advanced nursing role to Practicum and Immersion hours will be equal to or greater than improve health outcomes in a specialty area of practice . 1000 clock hours .

128 129 Doctor of Nursing Practice (MSN to DNP) Curriculum Population/Role: Adult-Gerontology Clinical Nurse Specialist (AGCNS) Advanced Practice Nursing Core Credit Hours NSG-531 Advanced Pharmacology 3 Terminal Objectives Graduation Requirements NSG-532 Advanced Physiology 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-533 Advanced Pathophysiology 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-535 Diagnostics for the APRN 3 variety of complex clinical, organizational and/or educational requirements within five years . NSG-537 Transition to the APRN Role 3 systems with diverse populations and will be able to effect NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 changes in health care outcomes through evidence-based NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Life Span: Lab 1 decision making and system redesign . Subtotal: 18 • Integrate science-based theories and data-based concepts DNP Core Credit Hours to develop, critically appraise and implement practice NSG-600 Leadership in Evolving Health Care Environments 3 approaches that improve health care and health care systems . NSG-602 Health Care Economics, Policy, Finance 3 • Apply organizational theories and systems thinking to NSG-608 Program Evaluation 3 improve the quality, cost-effectiveness and safety outcomes NSG-610 DNP Project Planning and Implementation 3 of practice decisions and initiatives . NSG-615 DNP Project Proposal Seminar 2 • Apply effective strategies for managing the ethical dilemmas Subtotal: 14 inherent in patient care, the health care organization and Population/Role Cognates Credit Hours research . NSG-534 Major Psychopathological Disorders 3 • Apply knowledge of informatics to monitor and improve NSG-570B Pharmacotherapeutics Primary Care 3 outcomes, programs and systems of care . NSG-571A Management: Adult/Gerontology I 3 • Provide leadership in influencing policies on the financing, NSG-571B Management: Adult/Gerontology II 3 regulation and delivery of health care . NSG-572 Quality and Safety for the Aging Adult 3 • Lead interprofessional teams to improve patient and popula- NSG-679 Evidence-Based Teaching in Health Professions 3 tion health outcomes . Subtotal: 18 • Function independently in an advanced nursing role to DNP Practica and Project Credit Hours improve health outcomes in a specialty area of practice . NSG-606 DNP/Specialty Practicum variable 5 (420 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 4 (336 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total: 62 Minimum credits required: Successful completion of the AGCNS MSN to DNP track requires a minimum of 62 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

The equivalent of Research and Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study .

130 131 Doctor of Nursing Practice (MSN to DNP) Curriculum Population/Role: Family Nurse Practitioner (FNP) Advanced Practice Nursing Core Credit Hours NSG-531 Advanced Pharmacology 3 Terminal Objectives Graduation Requirements NSG-532 Advanced Physiology 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-533 Advanced Pathophysiology 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-535 Diagnostics for the APRN 3 variety of complex clinical, organizational and/or educational requirements within five years . NSG-537 Transition to the APRN Role 3 systems with diverse populations and will be able to effect NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 changes in health care outcomes through evidence-based NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Life Span: Lab 1 decision making and system redesign . Subtotal: 18 • Integrate science-based theories and data-based concepts DNP Core Credit Hours to develop, critically appraise and implement practice NSG-600 Leadership in Evolving Health Care Environments 3 approaches that improve health care and health care systems . NSG-602 Health Care Economics, Policy, Finance 3 • Apply organizational theories and systems thinking to NSG-608 Program Evaluation 3 improve the quality, cost-effectiveness and safety outcomes NSG-610 DNP Project Planning and Implementation 3 of practice decisions and initiatives . NSG-615 DNP Project Proposal Seminar 2 • Apply effective strategies for managing the ethical dilemmas Subtotal: 14 inherent in patient care, the health care organization and Population/Role Cognates Credit Hours research . NSG-534 Major Psychopathological Disorders 3 • Apply knowledge of informatics to monitor and improve NSG-566 Population Assessment and Health Promotion Frameworks 3 outcomes, programs and systems of care . NSG-569 Maternal Child Management for the FNP 3 • Provide leadership in influencing policies on the financing, NSG-570B Pharmacotherapeutics Primary Care 3 regulation and delivery of health care . NSG-571A Management: Adult/Gerontology I 3 • Lead interprofessional teams to improve patient and popula- NSG-571B Management: Adult/Gerontology II 3 tion health outcomes . Subtotal: 18 • Function independently in an advanced nursing role to DNP Practica and Capstone Credit Hours improve health outcomes in a specialty area of practice . NSG-606 DNP/Specialty Practicum variable 6 (504 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 3 (252 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total: 62

Minimum credits required: Successful completion of the FNP MSN to DNP track requires 62 semester hours as a minimum for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

The equivalent of Research and Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study .

132 133 Doctor of Nursing Practice (MSN to DNP) Curriculum Population/Role: Neonatal Nurse Practitioner (NNP) Advanced Practice Nursing Core Credit Hours NSG-531 Advanced Pharmacology 3 Terminal Objectives Graduation Requirements NSG-533 Advanced Pathophysiology 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-537 Transition to the APRN Role 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-547 Neonatal Pathophysiology 3 variety of complex clinical, organizational and/or educational requirements within five years . NSG-548 Advanced Neonatal Physical Assessment 3 systems with diverse populations and will be able to effect Subtotal: 15 changes in health care outcomes through evidence-based DNP Core Credit Hours decision making and system redesign . NSG-600 Leadership in Evolving Health Care Environments 3 • Integrate science-based theories and data-based concepts NSG-602 Health Care Economics, Policy, Finance 3 to develop, critically appraise and implement practice NSG-608 Program Evaluation 3 approaches that improve health care and health care systems . NSG-610 DNP Project Planning and Implementation 3 • Apply organizational theories and systems thinking to NSG-615 DNP Project Proposal Seminar 2 improve the quality, cost-effectiveness and safety outcomes Subtotal: 14 of practice decisions and initiatives . Population/Role Cognates Credit Hours • Apply effective strategies for managing the ethical dilemmas NSG-546 Developmental Physiology of the Fetus/Neonates 3 inherent in patient care, the health care organization and NSG-549 Neonatal Pharmacotherapeutics 3 research . NSG-550A Neonatal Management I 3 • Apply knowledge of informatics to monitor and improve NSG-550B Neonatal Management II 3 outcomes, programs and systems of care . NSG-550C Neonatal Management III 3 • Provide leadership in influencing policies on the financing, Subtotal: 15 regulation and delivery of health care . DNP Practica and Project Credit Hours • Lead interprofessional teams to improve patient and popula- NSG-606 DNP/Specialty Practicum variable tion health outcomes . 6 (504 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable • Function independently in an advanced nursing role to 3 (252 Clock Hours) improve health outcomes in a specialty area of practice . NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total: 56

Minimum credits required: Successful completion of the NNP MSN to DNP track requires a minimum of 56 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

The equivalent of Research and Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study .

134 135 Doctor of Nursing Practice (MSN to DNP) Curriculum Population/Role: Nurse Anesthesia (CRNA) Advanced Practice Nursing Core Credit Hours NSG-531 Advanced Pharmacology 3 Terminal Objectives Graduation Requirements NSG-532 Advanced Physiology 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-533 Advanced Pathophysiology 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-537 Transition to the APRN Role 3 variety of complex clinical, organizational and/or educational requirements within five years . NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 systems with diverse populations and will be able to effect NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Life Span: Lab 1 changes in health care outcomes through evidence-based Subtotal: 15 decision making and system redesign . DNP Core Credit Hours • Integrate science-based theories and data-based concepts NSG-600 Leadership in Evolving Health Care Environments 3 to develop, critically appraise and implement practice NSG-602 Health Care Economics, Policy, Finance 3 approaches that improve health care and health care systems . NSG-608 Program Evaluation 3 • Apply organizational theories and systems thinking to NSG-610 DNP Project Planning and Implementation 3 improve the quality, cost-effectiveness and safety outcomes NSG-615 DNP Project Proposal Seminar 2 of practice decisions and initiatives . Subtotal: 14 • Apply effective strategies for managing the ethical dilemmas Population/Role Cognates Credit Hours inherent in patient care, the health care organization and ANA-500 Introduction to Neurobiology 3 research . NSG-541 Chemistry & Physics in Anesthesia 3 • Apply knowledge of informatics to monitor and improve NSG-542 Nurse Anesthesia Pharmacology 3 outcomes, programs and systems of care . NSG-543A Anesthesia Principles I: Basic Principles of Nurse Anesthesia 3 • Provide leadership in influencing policies on the financing, NSG-543B Anesthesia Principles II: Advanced Principles of Nurse Anesthesia 3 regulation and delivery of health care . NSG-543C Anesthesia Principles III: Obstetric & Pediatric Anesthesia 3 • Lead interprofessional teams to improve patient and popula- Subtotal: 18 tion health outcomes . DNP Practica and Project Credit Hours • Function independently in an advanced nursing role to NSG-606 DNP/Specialty Practicum variable improve health outcomes in a specialty area of practice . 9 (756 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 18 (1512 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 30 Total: 77 Minimum credits required: Successful completion of the CRNA MSN to DNP track requires a minimum of 77 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

The equivalent of Research and Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study .

136 137 Doctor of Nursing Practice (MSN to DNP) Curriculum Population/Role: Pediatric Clinical Nurse Specialist (PCNS) Advanced Practice Nursing Core Credit Hours NSG-531 Advanced Pharmacology 3 Terminal Objectives Graduation Requirements NSG-532 Advanced Physiology 3 The DNP degree is designed to prepare graduates to function as The DNP degree requires a minimum of 62 trimester hours of highly developed clinicians/leaders in advanced nursing practice postbaccalaureate or 30 trimester hours of post-master’s study . NSG-533 Advanced Pathophysiology 3 or systems of care . Graduates will be prepared to practice in a All Doctor of Nursing Practice students must complete degree NSG-535 Diagnostics for the APRN 3 variety of complex clinical, organizational and/or educational requirements within five years . NSG-537 Transition to the APRN Role 3 systems with diverse populations and will be able to effect NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 changes in health care outcomes through evidence-based NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Life Span: Lab 1 decision making and system redesign . Subtotal: 18 • Integrate science-based theories and data-based concepts DNP Core Credit Hours to develop, critically appraise and implement practice NSG-600 Leadership in Evolving Health Care Environments 3 approaches that improve health care and health care systems . NSG-602 Health Care Economics, Policy, Finance 3 • Apply organizational theories and systems thinking to NSG-608 Program Evaluation 3 improve the quality, cost-effectiveness and safety outcomes NSG-610 DNP Project Planning and Implementation 3 of practice decisions and initiatives . NSG-615 DNP Project Proposal Seminar 2 • Apply effective strategies for managing the ethical dilemmas Subtotal: 14 inherent in patient care, the health care organization and Population/Role Cognates Credit Hours research . IDS-505 Interdisciplinary Studies in Palliative Care 2 • Apply knowledge of informatics to monitor and improve NSG-536 Principles of Case Management for Advanced Nursing Practice 3 outcomes, programs and systems of care . NSG-551A Advanced Primary Care of the Child I 3 • Provide leadership in influencing policies on the financing, NSG-556 Applied Pharmacology: Pediatric 3 regulation and delivery of health care . NSG-557A Pediatric Acute Care I 3 • Lead interprofessional teams to improve patient and popula- NSG-557B Pediatric Acute Care II 3 tion health outcomes . NSG-679 Evidence-Based Teaching in Health Professions 3 • Function independently in an advanced nursing role to Subtotal: 20 improve health outcomes in a specialty area of practice . DNP Practica and Project Credit Hours NSG-606 DNP/Specialty Practicum variable 6 (504 Clock Hours) NSG-607 DNP/Specialty Immersion Residency variable 3 (252 Clock Hours) NSG-609A DNP Project Practicum A 1 (84 Clock Hours) NSG-609B DNP Project Practicum B 1 (84 Clock Hours) NSG-609C DNP Project Practicum C 1 (84 Clock Hours) Subtotal: 12 Total: 64

Minimum credits required: Successful completion of the PCNS MSN to DNP track requires a minimum of 64 semester hours for graduation . Upon review of an individual’s academic portfolio, additional courses or clinical hours may be required .

The equivalent of Research and Biostatistics/Epidemiology must be completed prior to admission or added to the plan of study .

138 139 Doctor of Philosophy Academic Program Curriculum Nursing Science, PhD Doctor of Philosophy (PhD) Nursing Science Students may enter the PhD program with a BSN or a MSN Graduation Requirements Theory Courses Credit Hours degree . Non-nurses with a graduate degree in a health-related Divisional graduation requirements require completion of the NSG-680 Understanding Scientific aradigmsP 3 field may also apply for admission to the PhD program . approved individual program of study . For MSN to PhD students, NSG-681 Understanding Theoretical Framework Development 3 course work for the PhD must be the equivalent of at least 52 Terminal Objectives trimester hours of graduate credit in addition to the completed Subtotal: 6 Graduates of the PhD program develop the skills of a clinical dissertation . BSN to PhD students must complete at least 60 Statistics Courses Credit Hours researcher . These skills are based on the integration of knowl- trimester hours of graduate credit in addition to the dissertation . NSG-684 Intermediate Statistics 3 edge from biological, behavioral and clinical sciences . Their Students have a maximum of eight years to complete degree NSG-685 Multivariate Statistics 3 clinical research skills contribute to the scientific basis of care requirements . Subtotal: 6* provided to individuals across the life span and in any setting * Students who have not previously taken a graduate level biostatistics course must take NSG-522 Applied Epidemiology & where care is provided . Graduates also have leadership skills Biostatistics for Nursing Practice, or an approved equivalent, prior to taking NSG-684 Intermediate Statistics. necessary to serve as senior academicians and influence health Research Courses Credit Hours care systems and policy . NSG-675 Literature Synthesis Approach 3 • Synthesize and apply theoretical and research-based NSG-686 The Research Process: Quantitative Design & Methods Part I 3 knowledge in the investigation of clinical phenomena . NSG-687 The Research Process: Quantitative Design & Methods Part II 3 • Test and integrate disciplinary knowledge in models of clinical NSG-688 The Research Process: Qualitative Design & Methods 3 practice across the levels of prevention . NSG-Advanced Clinical Research Practicum 8 Minimum (8 Credit Hours) • Generate and disseminate research-based clinically related Subtotal: 20 knowledge . Ethics Course Credit Hours • Analyze health care trends to influence health and social NSG-683 Ethical Conduct in Research Settings 3 policy for diverse client populations . Subtotal: 3 Role Courses Credit Hours • Participate in collaborative interprofessional practice and research . NSG-600 Leadership in Evolving Health Care Environments 3 NSG-614 The Leader and Policy, Politics, Power & Ethics 3 • Assume faculty responsibilities within a senior academic NSG-679 Evidence-Based Teaching in Health Professions 3 environment . NSG-690 Grantsmanship 3 Subtotal: 12 Cognates Credit Hours 5 Subtotal: 5 Dissertation Credit Hours NSG-699 Dissertation 12 Minimum Total: 12 (minimum 3 hours and maximum 4 hours per term) Subtotal: 12 Bridge Course Work Credit Hours (Individual for each student; only for BSN-DNP students) Subtotal: 8 Total: 72 for BSN-DNP; 64 for MSN-DNP

140 141 Master of Science in Nursing Academic Program Curriculum Master of Science in Nursing (MSN) Master’s Entry in Nursing (MSN) for Non-nurses: Generalist Entry Master’s (GEM) Area of Focus: Generalist Entry Master’s (GEM)

The GEM program comprehensively prepares students, in a Physical and biological sciences Term 1 Credit Hours two-year full-time curriculum, to be a graduate (MSN) registered This category of requirements includes successful completion of NSG-500 Socialization Into Nursing Seminar 1 nurse (RN) clinician with a focus in clinical leadership . Graduates specific physical and biological courses . The following courses NSG-501 Role of the Professional Nurse 3 are prepared to function at a high level in inpatient, outpatient are required, minimally, to meet this criterion: NSG-501P Role of the Professional Nurse Practicum 3 and community settings . The GEM program gives the student a • Anatomy** (laboratory component strongly recommended) NSG-510 Pathophysiology for the Advanced Generalist 3 broad overview of all of the major specialties in which nurses work, as well as a variety of settings across the health care • Physiology** (laboratory component strongly recommended) NSG-525 Health Assessment Across the Life Span 2 continuum . In the GEM program, students take core gradu- NSG-525L Health Assessment Across the Life Span Lab: Advanced Generalist 1 • Microbiology with a laboratory component** ate courses that are applicable in their progression to doctoral Subtotal: 13 education in either a Doctor of Nursing Practice (DNP) specialty • Chemistry with a laboratory component*** Term 2 Credit Hours or the Doctor of Philosophy in Nursing Science (PhD) program . **Anatomy and physiology may be taken as two separate NSG-502 Nursing Management of Common Health Alterations Across the Life Span 3 Students are considered for admission to the GEM program after courses or as Anatomy and Physiology I and Anatomy and NSG-502P Nursing Management of Common Health Alterations Across the Life Span Practicum 3 completing baccalaureate education at another accredited col- Physiology II . NSG-511 Pharmacology for the Advanced Generalist 3 lege or university . The GEM curriculum consists of 74 trimester ***General chemistry, inorganic chemistry, organic chemistry or NSG-522 Applied Epidemiology & Biostatistics for Nursing Practice 3 hours of graduate course work in nursing and related sciences . biochemistry courses with a lab are all acceptable to meet the Subtotal: 12 Students are eligible to take the NCLEX for RN licensure and chemistry requirement . Term 3 Credit Hours Clinical Nurse Leader certification examination upon graduation . GEM students are expected to complete the MSN requirements It is strongly discouraged to take anatomy and physi- IDS-505 Interdisciplinary Studies in Palliative Care 2 on a full-time basis in six terms . ology online. The required prerequisite courses may NSG-503 Psychiatric and Mental Health Nursing 3 be taken at any accredited university or community NSG-503P Psychiatric and Mental Health Nursing Practicum 3 college. Master of Science in Nursing Required NSG-523 Research for Evidence-Based Practice 3 Prerequisite Courses All required prerequisite courses must be completed, with a NSG-524 Health Promotion in Individuals & Clinical Populations 3 As a profession and a discipline, nursing promotes and protects grade of “C” or better prior to the application deadline for Subtotal: 14 which the student is applying . Science courses should be taken human health and well-being and is grounded in a strong liberal Term 4 Credit Hours arts, undergraduate education that includes the arts and human- with a laboratory component whenever possible . It is highly NSG-504 Women’s Health Across the Life Span 3 ities, as well as the behavioral, social and physical sciences . recommended to have taken human anatomy and physiology NSG-504P Women’s Health Nursing 1 Recognizing that different undergraduate majors have varying within the last three years . requirements, applicants will be evaluated both on their success NSG-505 Public Health Nursing 3 in meeting the requirements of their undergraduate programs Graduation Requirements NSG-505P Public Health Nursing Practicum 2 and on the breadth and depth of their educational preparation The Direct Entry Master’s (MSN) for Non-nurses: Generalist Entry NSG-521 Organizational & Systems Leadership 3 for entry into nursing . Master’s (GEM) Clinical Nurse Leader (CNL) Program requires Subtotal: 12 a minimum of 74 trimester hours of didactic and 1,128 clock Nursing practice and scholarship have great application in Term 5 Credit Hours hours of clinical instruction . Candidates are given a comprehen- our society, ranging from the acute care of individuals to the NSG-506 Nursing Management of Complex Health Alterations Across the Life Span 3 sive examination in the final term of the program in preparation management and promotion of the health of whole communi- NSG-506P Nursing Management of Complex Health Alterations Across the Life Span Practicum 3 for the National Council Licensure Examination for Registered ties and even nations . The College of Nursing welcomes and Nurses (NCLEX) . Graduates are eligible to sit for the NCLEX and NSG-512 Clinical Leadership and Project Development 3 is enriched by applicants from a spectrum of disciplines and the CNL certification exam . NSG-536 Principles of Case Management for Advanced Nursing Practice 3 professions . Subtotal: 12 Term 6 Credit Hours NSG-507 Comprehensive Exam 1 NSG-513 Capstone: Clinical Project Development and Implementation 3 NSG-514 Immersion: Advanced Generalist (Prelicensure) 7 Subtotal: 11 Total: 74

Students must complete a minimum of 132 nonsupervised hours in order to meet the CNL competencies.

142 143 MSN for RNs: Clinical Nurse Leader (CNL), MSN Academic Program Curriculum Master of Science in Nursing (MSN) Area of Focus: Clinical Nurse Leader (CNL) - Part Time The master’s prepared clinical nurse leader (CNL) is respon- Terminal Objectives sible for clinical management of comprehensive client care, for Both the prelicensure and postlicensure MSN programs compre- Term 1 Credit Hours individuals and clinical populations across the continuum of care hensively prepare students to be graduate nurse clinicians with NSG-522 Applied Epidemiology & Biostatistics for Nursing Practice 3 and in multiple settings . The CNL assumes leadership/account- a focus in clinical leadership . NSG-602 Health Care Economics, Policy, Finance 3 ability for health outcomes for a specific group of clients within Subtotal: 6 a unit or setting through the assimilation and application of To achieve quality patient (client/population/cohort of clients) research-based information to design, implement and evaluate outcomes, the Clinical Nurse Leader will meet the following Term 2 Credit Hours plans of care . The clinical nurse leader is also responsible for the objectives: NSG-524 Health Promotion in Individuals & Clinical Populations 3 coordination and planning of care team activities and functions . • Deliver holistic, competent and contextually appropriate NSG-533 Advanced Pathophysiology 3 Health promotion, risk reduction, and improvement in point- patient/family/population-centered nursing care . Subtotal: 6 of-care outcomes are critical elements in the role of the clinical • Synthesize scientific evidence and innovative technologies to Term 3 Credit Hours nurse leader . guide nursing practice in dynamic care environments . NSG-531 Advanced Pharmacology 3 Applicants to the post-licensure Clinical Nurse Leader (CNL) pro- • Develop collaborative, interdisciplinary and multisector rela- NSG-625 Advanced Health Assessment for Advanced Practice Nursing Across the Life Span 2 gram must have earned a baccalaureate degree from an accred- tionships to ensure improved health care . *NSG-625L Advanced Health Assessment for Advanced Practice Nursing Across the Life Span: Lab 1 ited university . The program is six terms in length and offered as Subtotal: 6 a part-time program of study . The majority of the CNL program is • Demonstrate leadership behaviors within and across systems Term 4 Credit Hours offered online, but students are required to come to campus for at all levels of prevention . NSG-521 Organizational & Systems Leadership 3 NSG-625L Advanced Health Assessment for Advanced Practice • Manage the structure and processes of the care environment, NSG-523 Research for Evidence-Based Practice 3 Nursing Across the Life Span: Lab . This is a course that requires incorporating policy, fiscal and macro-system concepts . students to be on campus two days (dates available at time of Subtotal: 6 • Demonstrate professional values in nursing practice . registration) . There is a clinical residency requirement that may Term 5 Credit Hours be completed at the student’s place of employment . • Employ therapeutic use of self and intentional presence to NSG-512 Clinical Leadership and Project Development 3 All MSN students are expected to complete their degree require- protect the value of the human relationship . NSG-517 CNL Role Seminar 3 ments in no more than five years . Subtotal: 6 Graduation Requirements Term 6 Credit Hours The MSN for RNs: Clinical Nurse Leader (CNL) program requires NSG-515 Immersion: Clinical Project Implementation 7 a minimum of 37 credit hours and 400 clock hours of clinical instruction . Graduates are eligible to sit for CNL certification . Subtotal: 7 Total: 37

* This course requires students to attend two live, on-campus days of lab. Dates for the on-campus days will be provided at registration time.

144 145 Welcome to the College of Health Sciences

management professionals . There are more than 200 different allied health fields, and allied health workers constitute nearly 60 percent of the health care work- force in the United States . Because of advances in treatment and technology, population growth and the aging of the population, the demand for allied health professionals is expected to increase significantly . Allied health professionals and managers work in many different health care settings including acute care, chronic care, primary care, community-based care, clinics, physician’s offices, educational RUSH UNIVERSITY institutions, research facilities and industry settings . Patients served range from newborn infants and pediatric patients to adults and the elderly .

College of Health Sciences In keeping with the Rush University practitioner-teacher model, the College of Health Sciences integrates patient care, research, scholarship and service into the teaching-learning process for our students . We strive to provide educational programs that are among the very best in preparing graduates to provide accessible, high-quality care for our patients and community .

Charlotte Royeen, PhD, A . Armour Watson III and Sarah Armour Presidential Professor Dean, College of Health Sciences

146 147 Overview Alumni Activities Admission Requirements Applicants whose native language is not English and who have graduated from high school or successfully completed a higher The College of Health Sciences, founded in 1975, is responsible Outstanding educational programs have outstanding alumni, Admission to the College of Health Sciences (CHS) programs is education degree program (associate degree or higher) in the for education and research in the allied health professions, and the college encourages the development of strong ties on a competitive basis . Student selection is based on a number United States or one of its English-speaking protectorates may including health care management . Rush University educates with its graduates . All graduates are considered alumni of Rush of factors including overall grade point average, prerequisite or petition for waiver of the TOEFL requirement to the students as practitioners, scientists, teachers and leaders . The University College of Health Sciences . No dues are levied for science grade point average, consistency of academic perfor- College of Health Sciences dean’s office . College of Health Sciences, as an integral component of Rush membership in the college alumni association . In addition, mance, course work completed prior to application, examination University, seeks to prepare excellent allied health practitioners each of the programs in the College of Health Sciences has an scores, prior health care and life experiences, and interpersonal Waiver requests should include proof of receipt of a high school and leaders to provide the very best care for our patients . In individual program alumni organization . abilities . Graduate Record Examination (GRE) score submission or college diploma from an accredited institution in the United addition, the college makes meaningful and significant contribu- and a personal interview may be required by certain College States or one of its English-speaking protectorates . College or Further information about the College of Health Sciences can be tions to advancing health care through research, scholarship, of Health Sciences programs . For information on how to gain university degrees must be granted by a regionally accredited obtained by contacting the dean’s office: service and practice . admission to a specific College of Health Sciences program, college or university to be considered for waiver of the TOEFL . College of Health Sciences Dean’s Office please consult the Web pages for the relevant academic The College of Health Sciences offers programs in 14 different program at www rushu. .rush .edu/college-health-sciences/ professional areas housed within 10 academic departments . The Rush University academic-programs . Philosophy of General Education college includes the departments of Cardiopulmonary Sciences Armour Academic Center (Cardiovascular Perfusion and Respiratory Care); Clinical Undergraduate programs at Rush University prepare entry-level Application Procedure Nutrition; Communication Disorders and Sciences (Audiology 600 S . Paulina St ., Suite 1001 professionals for various roles in health care . The University Application for admission into programs offered in the College and Speech-Language Pathology); Health Sciences; Health Chicago, IL 60612-1832 strives to provide an environment where knowledgeable, Systems Management; Medical Laboratory Science; Medical of Health Sciences varies by program . For more information on informed and literate students are prepared to take their place, Phone: (312) 942-7120 Physics and Advanced Imaging (Imaging Sciences, Medical application procedures, please consult the specific Web pages not only in the health care arena, but also as citizens of the Fax: (312) 942-2100 Physics, and Vascular Ultrasound); Occupational Therapy; for the program and department . world . The professional education builds on a solid general Physician Assistant Studies; and Religion, Health and Human education, which forms the basis for lifelong learning and Values . Programs and degrees offered within the college include TOEFL Policy prepares graduates to be practitioners with social consciences . the doctor of audiology (AuD); medical laboratory science (MS); Mission and Vision All applicants whose native language is not English must pres- Students are admitted to Rush University with general education clinical laboratory management (MS); specialist in blood bank The purposes of Rush University are to educate students as ent evidence of proficiency in English by satisfactorily complet- sufficient to lay the groundwork for developing excellent writ- (certificate); clinical nutrition (MS); health sciences (BS, PhD); practitioners, scientists and teachers who will become leaders ing the Test of English as a Foreign Language examination ten and verbal communication skills, critical thinking abilities, health systems management (MS); imaging sciences (BS); medi- in advancing health care and to further the advancement of (TOEFL) . cultural sensitivity, high ethical standards and an inquiring mind . cal physics (residency); occupational therapy (OTD); cardiovascu- knowledge through research . The College of Health Sciences, A total TOEFL score of at least 88 on the Internet-based version, Students are expected to enter Rush University with foundations lar perfusion (MS); physician assistant studies (MS); respiratory as an integral component of the University, seeks to prepare 570 on the paper-based version or 230 on the computer version in communications, humanities, mathematics, physical/life sci- care (MS); speech-language pathology (MS); and vascular superb practitioners and leaders in the allied health professions must be achieved . In addition, applicants must score no less ences and social sciences . ultrasound technology (BS) . The PhD in Health Sciences diploma to provide the very best care for our patients . In addition, the than 55 on the paper version, 20 on the computer version or 18 The professional education offered by the University completes is offered through a collaboration with the Division of Health college seeks to make meaningful and significant contributions on the Internet-based version on each of the three subtests the student’s general education, resulting in a graduate who Sciences within the Graduate College . in advancing health care through excellence in research, scholar- of the TOEFL (listening, structure/writing and reading) . does the following: ship and service . In keeping with the Rush University practitio- ner-teacher model, the college integrates patient care, research, An official report of these scores must be received by the • Communicates effectively in writing and speech Admissions Office prior to the date(s) on which admission deci- Organization scholarship and service into the teaching-learning process of • Demonstrates intellectual curiosity and critical thinking in the sions are made for the program(s) to which the applicant has developing future allied health professionals and leaders . application of math and science to practice The organization of the College of Health Sciences centers applied . To obtain information or to register to take the TOEFL, around departments and programs, each headed by a depart- Mission write directly to the testing service: • Applies ethical principles to practice ment chairperson and program director who reports to the The mission of the College of Health Sciences is to advance the The Education Testing Service • Demonstrates ability to practice effectively in a diverse society college dean . quality and availability of health care through excellence in edu- P O. . Box 6151 • Exercises/expresses his or her social conscience to positively The senior administrative and policy body of the college is the cation, research and scholarship, service and patient care . The Princeton, New Jersey 08541-6151, U .S .A . influence health care at local to global levels Chair’s Council, made up of the chairpersons from each of the college promotes the values of diversity, access and inclusion in You may also wish to visit the TOEFL website at www .toefl . college’s departments and a representative from the Faculty all of its endeavors . org . The applicant should indicate on his or her application for Council . The senior representative body of the college is the the examination that results should be sent to institution code Faculty Council, composed of two faculty members elected from Vision number 1676 . each department . Meetings of the Faculty Council are ordinarily The College of Health Sciences at Rush University will be a held quarterly . Faculty may propose agenda items, and guests world-class school of allied health sciences whose programs are are welcome by invitation . recognized as among the best in the United States .

148 149 1 . Student and faculty participation in community service activities program . Failure to report incidents involving scholastic dishon- 2 . Avoid disruptive behavior in class, laboratory and clinical or Academic Policies esty on the part of another student will be considered unpro- practicum rotations, such as talking or other activities that Examination Policy 2 . Student satisfaction with and appreciation for community fessional conduct and may also result in disciplinary action . interfere with effective teaching and learning . service The examination policy is the responsibility of the individual Students should refer to the Rush University Policy on Academic course director who will inform students of examination 3 . Students and faculty who provide leadership and support to Honesty and Student Conduct for further information . Participate requirements for that particular course . A time period at the professional associations, boards and committees 1 . Complete assigned work and prepare for class, laboratory end of the quarter is provided for examinations . This time 4 . Provision of community and professional continuing education HIPAA and Patient Privacy and clinical or practicum objectives prior to attending . period may be used as the course director chooses . to local, national and international audiences Rush University students have a legal and ethical responsibility 2 . Participate in formal and informal discussions, answer ques- to safeguard the privacy of all patients and protect confiden- tions, report on experiences and volunteer for special tasks In order to support achievement of the college’s service excellence Readmission tiality and security of all health information . Protecting the and research . goals and objectives, the college has developed a professional and Any student who has withdrawn from a program or has not confidentiality of patient information means protecting it from community service requirement for all CHS students as a part of 3 . Initiate alteration in patient care techniques when appropri- been enrolled for one or more quarters or any dismissed unauthorized use or disclosure in any format — verbal, fax, their academic programs . ate via notification of instructors, staff and physicians . student may apply for readmission by submitting an applica- written or electronic/computer . Patient confidentiality is a central tion for this purpose . Applications for re-enrollment must be As a requirement for program completion, each academic degree- obligation of patient care . Any breaches in patient confidentiality Dependability and Appearance granting program will establish a minimum service requirement for or privacy may result in disciplinary action, up to and including received at least three months before the planned return . An 1 . Attend and be punctual and reliable in completing assign- each student enrolled in the program of at least 16 contact hours dismissal from the college . interview may be required . A re-entering student must meet ments with minimal instructor supervision . the conditions for re-enrollment stated in his or her dismissal of approved professional or community service . The laboratory component of some courses may use students as 2 . Promote a professional demeanor by appropriate hygiene, or re-entry acceptance letter and all policies, requirements Examples of activities that may be used to meet this requirement simulated patients . This is particularly true for the patient evalu- grooming and attire . and course sequences in effect at the time of re-entry . include participation in community health fairs; community health ation, medicine and patient education components . Additionally, Previously enrolled students may be considered as part of the screening and/or health services; provision of community health the sharing of personal experiences can be a rich resource in the Comport pool of new applicants and are not guaranteed admission . development of students’ understanding, knowledge and appre- education; participation in approved professional service and/or 1 . Attend and be punctual and reliable in completing assign- The student will pay tuition and fees at the rates in effect at ciation of disease, health care and impact on peoples’ lives . continuing education activities; and assistance with the delivery of ments with minimal instructor supervision . the time of re-enrollment . seminars, lectures, workshops and related community or profes- Practicing the medical history and physical examination of 2 . Promote a professional demeanor by appropriate hygiene, sional continuing education activities . patients places students in close contact and leads to the Rush University Academic Policies grooming and attire . sharing of personal information and physical findings . Similarly The Academic Resources and Policies section of this catalog Conduct and Ethics students may use personal experiences in patient role-playing Communicate contains additional Rush University academic policies . Each student is expected to conduct himself or herself in a profes- exercises . 1 . Demonstrate a pleasant and positive attitude when deal- sional manner at all times — in a manner that conforms to the All shared and personal medical information and physical ing with patients and coworkers by greeting them by name, Student Professional and Community Service ethics of the health professions and instills confidence in the examination findings are to be treated with utmost confiden- approaching them in a nonthreatening manner and setting Requirement student’s abilities as a health care professional . Each student is tiality, the same as for any patient contact . Failure to protect them at ease . expected to conform to the professional code of ethics as outlined Participation in service activities is an important attribute the confidentiality of any information related to the activities in his or her departmental student handbook . 2 . Explain procedures clearly to the patient . of the health science professional . A hallmark of outstand- in a course or clinical rotation may result in disciplinary action, 3 . Ask patients how they feel and solicit patient comments ing Rush students and alumni is the desire and ability to Irresponsible, unprofessional or unethical behavior may result in up to and including suspension or dismissal from the college . regarding the patient’s overall condition and response to make meaningful service contributions . Community service disciplinary action, which may include suspension or dismissal from For additional information, students should refer to the Rush assessment and/or therapy . activities may include volunteer activities (health fairs and the college . All clinical agency or hospital regulations are to be University HIPAA policy and the Rush University Policy on Privacy clinics, health education, provision of health services to at followed by students when undergoing clinical or other training in and Confidentiality of Student Records and FERPA . 4 . Communicate clearly to staff and physicians regarding the risk or disadvantaged populations and other outreach educa- a facility . For additional information, students should refer to the patient status, utilizing appropriate charting, oral communica- tion or clinical activities) and service on community boards, Rush University Policy on Academic Honesty and Student Conduct Guide to Professional Conduct tion and the established chain of command . committees, work groups and other service activities that and the Rush University Medical Center Code of Conduct . Professionalism relates to the intellectual, ethical, behavioral 5 . Demonstrate a pleasant and positive attitude when dealing promote the health and well-being of the community and its and attitudinal attributes necessary to perform as a health care with coworkers, instructors, faculty, nurses and physicians . members . Professional service may include participation in Scholastic Dishonesty and Cheating provider or manager . As it applies to his or her professional role, the provision of state, national or international activities to The College of Health Sciences will not condone cheating in any the student will be expected to do the following: Organize advance the quality, access and effectiveness of health care form . Allegations of cheating will be reviewed by the departmental 1 . Display recognition of the importance of interpersonal services provided by allied health professionals . Committee on Progress and Promotions . Attend relationships with students, faculty and other members of the Achievement of the College of Health Sciences Excellence in health care team by acting in a cordial and pleasant manner . Any student found to be cheating on an examination may receive 1 . Demonstrate awareness of the importance of learning by Service Goal is demonstrated in part through the following: a “0” for the examination and will be subject to formal disciplin- asking pertinent questions, identifying areas of importance in 2 . Work as a team with fellow students, instructors, nursing ary action, which may include suspension or dismissal from the practice and reporting and recording those areas . staff and the physician in providing patient care .

150 151 3 . Organize work assignments effectively . advisor to review the available information and determine the use of these facilities is required, students must be able to suc- Our core values — Innovation, Collaboration, Accountability, 4 . Collect information from appropriate resources . veracity of the allegations . cessfully complete their assigned rotations in order to fulfill the Respect and Excellence (ICARE) — translate into our work with academic requirements of their program . all students, including those with disabilities . Rush actively col- 5 . Correlate care to overall patient condition . Step 3. The department chair, student and faculty advisor, when- laborates with students to develop innovative ways to ensure ever possible, will meet as promptly as possible after the alleged Hospitals and other health care facilities often have policies 6 . Adapt care techniques to overcome difficulties . accessibility and creates a respectful accountable culture through incident . The department chair will report to the student the facts requiring criminal background checks for employees, students 7 . Devise or suggest new techniques for patient welfare or our confidential and specialized disability support . Rush is com- and available information and will seek to authenticate or clarify and volunteers . These facilities may refuse to accept individuals unit efficiency . mitted to excellence in accessibility; we encourage students with the allegations where possible . If it is determined that there is no for clinical, practicum or other experiential rotations based on disabilities to disclose and seek accommodations . basis for the allegation, no further action will be taken . past criminal convictions . Be Safe Students who may need special accommodations can access this 1 . Verify identity of patients before initiating therapeutic action . Step 4 . If it is determined that there is a basis for the allegation Students should be prepared to comply with the policies and information at www rushu. rush. .edu/office-student-disability- and that further investigation is necessary, a preliminary hearing procedures at any facility where they are assigned as part of their 2 . Interpret written information and verbal directions correctly . services . of the departmental Committee on Progress and Promotions will educational program and may not request facility assignments 3 . Observe and report significant changes in patient’s condition be convened to review the allegations and recommend a course in an effort to avoid specific requirements . Students who have promptly to appropriate person(s) . of action . The department chair will inform the student and the certain types of information in their criminal background checks Student Government 4 . Act to prevent accidents and injury to patients, personnel dean in writing of the preliminary hearing and the following: may be ineligible to complete rotations in specific facilities . A Student Government Association exists for the students and self . a) Date Students who are not allowed to participate at assigned facili- enrolled in the College of Health Sciences . Student representa- 5 . Transfer previously learned theory and skills to new/different ties or who are terminated from rotations based on the results tives will be elected by the student body in such a manner as to patient situations . b) Name of student of a criminal background check will be unable to complete the provide appropriate representation for all students in the College 6 . Request help from faculty/staff when unsure . c) Nature of the allegations program requirements for graduation and will be subject to of Health Sciences . dismissal on academic grounds . 7 . Comply with hospital and university guidelines for d) Date of alleged incident/occurrence performance . Students should also be advised that persons with certain types Release of Student Information e) Professional attributes that allegedly violate standards: skill, of criminal convictions may not be eligible for state licensure Students must sign a release requesting enrollment verification, The following are examples of critical errors in professional behavior, judgment, ethical values, etc . and/or national registry or certification . In addition, many verification of degree, recommendations, letters of reference or conduct and judgment: For more information regarding the procedures for handling employers perform criminal background checks and may not hire release of other student information . For a “Letter of Degree or Enrollment Verification,” the student should use the form 1 . Failure to place the patient’s welfare as first priority instances of unprofessional conduct, see the current departmen- individuals with certain types of criminal convictions . tal student handbook, relevant sections in this University catalog, provided by the Office of the Registrar (see www .rushu rush. . 2 . Failure to maintain physical, mental and emotional composure and the College of Health Sciences Policies and Procedures for Drug Testing edu/registrar/forms .html) . The Office of the Registrar is the only authorized office at Rush University to release enrollment or 3 . Consistent ineffective or inefficient use of time the Rush University Rules for Governance . Hospitals and other health care facilities often have policies degree verification information . requiring drug testing for employees, students and volunteers . 4 . Failure to be appropriately honest with patients, faculty and Incidents in the Clinical Agency Some facilities provide that students who test positive for drugs For recommendations or letters of reference, a release form is colleagues An incident occurring that affects patients’ or staff’s well-being are ineligible to complete clinical, practicum or work assignments required for personally identifiable information from a student’s 5 . Scholastic dishonesty in any form or the patient’s prescribed care will be reported to the clinical in that facility . Students should be prepared to comply with the education record given out by the College of Health Sciences 6 . Failure to follow the Rush University Medical Center Code instructor or preceptor immediately . An institutional incident policies and procedures at any assigned facility and may not faculty . This form is available at www .rushu .rush .edu/registrar/ of Conduct report will then be completed following the policy of the health request facility assignments in an effort to avoid drug screening forms .html . (Please note: The College of Health Sciences requires care institution or hospital in which the incident occurred . A dupli- requirements . Students who fail to report for clinical or practicum that all recommendations or letters of reference — even if they Procedure for Unprofessional Conduct cate of the hospital incident report as well as a memorandum of assignments or who are terminated from rotations because they are based upon the recommender’s personal observation or explanation from the clinical instructor or preceptor will be placed violate the drug-testing or drug-use policies of the facilities will knowledge — have a release form on file before the person For specific rules regarding the procedures for unprofessional in the student’s clinical file, and the department chair, program be subject to dismissal from the program . writing the recommendation can release the recommendation or conduct, please refer to the departmental or program student director or clinical director will be notified immediately . Incidents letter of reference .) handbook . In general, for issues that are not satisfactorily involving gross errors in judgment or practice on the part of the Procedures for the Implementation of an resolved between the instructor and student, the following guide- Student grades will not be posted and cannot be given out over student will constitute grounds for dismissal from the program . Academic Accommodation for Students with lines should be followed for unprofessional conduct: the telephone or via email . Disabilities For additional information, students should refer to the Rush Step 1. The student will have been identified as violating an Criminal Background Checks and Rush University is committed to diversity and to attracting and established standard of professional conduct/judgment or moral/ University Policy on Privacy and Confidentiality of Student Drug Testing educating students who will make the population of health care ethical behavior, and the department chair or program director Records and FERPA . Programs offered in the College of Health Sciences often require professionals representative of the national population . will have been notified . that clinical rotations, practica, internships or other learning expe- Step 2. The department chair or program director will meet with riences be successfully completed in hospitals and other health the individual(s) making the allegation and the student’s faculty care facilities in order to meet program requirements . Because

152 153 Student Academic Appeal and Grievance 1 . The chairperson will meet with the student (or speak with the grievance and making a recommendation to the dean . The along with a summary of the account and appendices providing Procedures student for those students unable to come to the chairperson’s purpose of this addendum is to describe the procedure followed the evidence . The dean reserves the right to ask for points of office if so requested by the student) following receipt of the The College of Health Sciences student appeals and grievance by the committee . clarification that must be provided within five business days of student’s request for resolution to discuss the problem or the query . procedures provide a mechanism whereby any student may The CHS has established a standing committee of 10 members complaint . obtain a review of a complaint of unfair treatment . The student of the CHS Faculty Council . The 10 committee members will Formal rules of evidence shall not be applicable . Evidence appeals procedures shall not be used to question a rule, proce- 2 . The chairperson will notify the student of his or her decision in be determined each fall for the subsequent year . Five members presented should be reasonably related to the issue before the dure or policy established by an authorized faculty or administra- writing following the meeting or discussion . will be selected from the standing committee, as available and committee and shall not be overly repetitious . All evidence shall tive body . Rather it shall be used to provide due process for those Step 3. If the issue was not resolved in Step 2, the student may appropriate, to serve on an appeals hearing committee . The five be admissible unless clearly redundant or irrelevant to the issue who believe that a rule, procedure or policy has been applied in submit a written appeal, describing the nature of the student’s members will include a designated chair of the committee, who being reviewed . The student may call witnesses on his or her an unfair or inequitable manner, or that there has been unfair complaint and reasons for seeking an appeal, to the student will be the chairperson of the Faculty Council if available . If the behalf . The chair of the appeals committee shall have the right to or improper treatment by a person or persons . Students who are progress and promotion committee of the department within five chairperson of the Faculty Council cannot serve as chair of the limit witnesses based on redundancy or relevance to the issue . appealing an academic decision that could result in a dismissal working days following notification by the department chairper- committee, one of the five selected committee members will be 3 . The student appeal summary will be submitted to the chair of from the university may be allowed to continue to progress in son of his or her decision . appointed as chair of the appeals committee by the chairperson the appeals committee, who will then schedule a hearing for the the program until the issue is resolved . If the academic decision of the Faculty Council . 1 . The student may appear before the committee in person, make appeal, to occur within 15 business days of the receipt of the is upheld and the student is dismissed from the university, the an oral statement and answer questions from the committee . If a member of the standing committee is in the same depart- written summaries . The appeal hearing will be scheduled for one student will be withdrawn from current classes . This withdrawal The student will not be allowed to be present during commit- ment as the student involved or has a conflict of interest related and one half hours within one of the classrooms or conference will be backdated to before the beginning of the quarter, and the tee deliberations . to the student, the committee member shall recuse himself or rooms . student will receive 100 percent tuition reimbursement for that herself from the hearing . Faculty who are also students in the quarter . 2 . The committee may request that the course instructor or 4 . The hearing will be convened by the chair of the appeals com- CHS program that the student is enrolled in may not serve on the faculty member named in the grievance appear before the mittee . At the hearing, the following people will attend: the five A student wishing to appeal an academic decision should follow standing committee . committee to make an oral statement and answer questions . selected members of the standing committee (including the chair the process summarized below, in the sequence indicated . The instructor or faculty member named in the grievance may The hearing will be closed and confidential, and all documenta- of the appeals committee) and the student . The dean or designee Step 1. In the academic community, the responsibility for course not be present during committee deliberations . tion related to the appeal shall be kept confidential and its distri- may attend as an observer during the hearing . The student may development, course delivery and the assessment of student 3 . Following review of information provided, the committee will bution limited to individuals on a need-to-know basis . Transcripts choose to have a representative present, who may be an attor- achievement rests primarily with each course instructor . Any stu- notify the student of its decision . of a hearing are not required . Students may take notes but may ney, serving in a nonspeaking role in support for the student . The dent who has a complaint of inappropriate treatment related to Step 4. If the issue was not resolved to the student’s satisfac- not record the hearing . committee may have a University attorney present who will serve a course should first seek to resolve it informally with the course only in an advisory capacity . tion in Step 3 the student may submit a written request seeking The steps for the appeal process are as follows: instructor . If the course instructor is the department chairperson a hearing to the dean within five working days of receiving the 5 . The role of the committee members is to (a) hear the grievance or if the complaint does not pertain to a specific course, the 1 . The dean will notify the chairperson of the Faculty Council of a department progress and promotion committee decision . The or appeal (b) consider all evidence, (c) ask clarifying questions as student should seek resolution with the department chairperson student grievance or appeal at the level of the Office of the Dean written request should include a description of the complaint and needed, and (d) make a recommendation to the dean based on a at the outset . that permits a hearing . Within 24 hours the chairperson will the reason the student is seeking an appeal . provide the dean a receipt of the notice . preponderance of the evidence . 1 . A student with such a complaint must request reconsidera- 1 . The dean will meet with the student following receipt of the 6 . The CHS designee from the student’s progress and promotions tion, in writing, of the application of a rule, procedure or 2 . Within 10 business days of the submission of the appeal to the written request from the student for a hearing . committee will present evidence concerning the student . policy, or unfair or improper treatment within five working dean, the student will submit a written summary that includes days following the incident that forms the basis for the com- 2 . Following the meeting with the student, the dean may render the following information: 7 . The student will present his or her evidence in support of his or a decision or choose to appoint a panel to investigate the plaint (e .g ., five days after grades are posted) . • Action being appealed; course number and grade or her grievance or appeal and shall have the burden of establish- grievance and make a recommendation to the dean . 2 . The instructor will meet with the student (or speak with the evaluation, if applicable ing that his or her request should be granted . At the conclusion 3 . Following review of the information provided and any recom- of the hearing, the chair will excuse the student prior to the student via telephone for those students who are unable to • Action requested come to the instructor’s office, if so requested by the student) . mendations from the panel, should one be appointed, the committee’s deliberations . dean will then notify the student of his or her decision . The • Justification for request The instructor will notify the student in writing of his or her 8 . A designated committee member will take summary notes decision of the dean shall be final . • Outline of effort and actions taken to date to obtain decision regarding the complaint within five working days including time, what evidence is presented by whom, and final consideration of the request following the meeting or discussion . disposition of the committee . A decision will be reached by a Addendum to the Academic Appeal and Step 2. If resolution is not achieved informally, as described in The dean reserves the right to ask for points of clarification that majority vote of the five committee members . Grievance Process Step 1, the student should seek resolution with the chairperson must be provided within five business days of the query . 9 . Following deliberations, the committee will provide a recom- of the department in which the course is offered within five When a student appeal reaches the level of the dean of the Within 20 business days of the submission of the appeal to the mendation to the dean, which should include a summary of the working days following notification by the instructor of his or her College of Health Sciences (CHS), the dean may refer the case dean, a CHS designee as designated by the committee (someone evidence presented at the hearing . The dean will consider the decision . to a committee for the purpose of investigating the appeal or from the student’s progress and promotions committee) will committee’s recommendation and render a final decision . submit a written account of the evidence against the student,

154 155 Committees College of Health Sciences The senior administrative and policy body of the College of Academic Programs Health Sciences is the Chairs Council . Its membership consists of the chairpersons of each of the college’s departments and a representative of the Faculty Council . The senior representative Bachelor of Science: Health Sciences (BS) body of the College of Health Sciences is the Faculty Council . Its membership consists of faculty members representing all Doctor of Philosophy: Health Sciences (PhD) departments and ranks . The Committee on Senior Faculty Appointments and Promotions recommends all promotions DEPARTMENT OF CLINICAL NUTRITION and appointments of faculty to senior ranks . It is elected by the faculty and has representatives from all departments in the col- Clinical Nutrition (MS) and the lege . In addition, the dean may appoint special committees and Combined MS/Dietetic Internship task forces of the college to meet specific college needs, such as strategic planning . DEPARTMENT OF COMMUNICATION DISORDERS AND SCIENCES Audiology (AuD) Speech-Language Pathology (MS)

DEPARTMENT OF HEALTH SYSTEMS MANAGEMENT Health Systems Management (MS)

DEPARTMENT OF MEDICAL LABORATORY SCIENCES Specialist in Blood Bank Technology Certificate Program Clinical Laboratory Management (MS) Medical Laboratory Science (MS)

DEPARTMENT OF MEDICAL PHYSICS AND ADVANCED IMAGING Imaging Sciences (BS) Vascular Ultrasound (BS)

DEPARTMENT OF OCCUPATIONAL THERAPY Occupational Therapy (MS)

DEPARTMENT OF PERFUSION TECHNOLOGY Perfusion Technology (MS)

DEPARTMENT OF CARDIOPULMONARY SCIENCES Respiratory Care (MS)

DEPARTMENT OF PHYSICIAN ASSISTANT STUDIES Physician Assistant Studies (MS)

156 157 Bachelor of Science 1 . A minimum of 60 semester credit hours (90 quarter hours) of 5 . Communications (6 semester hours) entering in September . September is the only admission time Health Sciences, BS lower division undergraduate course work from a regionally 6 . Social sciences (6 semester hours) for entry into the program . Prospective applicants may submit U S. . accredited institution . 7 . Humanities and fine arts (6 semester hours minimum) transcripts and a request for an unofficial evaluation to the fol- Philosophy lowing address: 2 . A minimum overall GPA of 2 .75 out of 4 .00 in undergraduate 8 . Electives (3-9 semester hours) The Bachelor of Science (BS) in Health Sciences program pre- course work . College of Health Sciences pares students for advanced learning by providing immersive Application for Admission 600 S . Paulina St ,. Suite 1001 and interprofessional experiences in a diverse setting . 3 . Completion of all professional prerequisite required courses Chicago, IL 60612 with a grade of C or better . Application for admission into the Bachelor of Science in Health As health care professionals, we believe our students have Science program must be made through the Rush University Phone: (312) 942-7120 strong altruistic desires to improve the health of their communi- 4 . Official transcripts from all colleges attended . RU Applying site before August 1 for admission into the class ties . We are committed to creating an environment in which 5 . A personal interview with program faculty . these students can develop the skills to become critical think- Minimum Core General Education Requirements ers, creative problem-solvers and self-directed learners . These 6 . Three letters of recommendation . All entering students must complete the following core general education requirements in order to be eligible for the Bachelor in Science tenets are woven throughout the curriculum and educational 7 . Completed application to the program and submission of degree awarded by Rush University . experiences . official transcripts for all college course work completed . 8 . All applicants whose native language is not English must Bachelor of Science in Health Requirements Semester Hours Quarter Hours present evidence of proficiency in English by satisfacto- Sciences: Mission and Vision Two courses in communications (English composition) 6 9 rily completing the Test of English as a Foreign Language Composition is required Mission examination (TOEFL) . A waiver of this requirement way be One course in mathematics (college algebra or higher) 3 4 requested if the individual has graduated from high school or The mission of the Bachelor of Science in health sciences is Two courses in life sciences (anatomy, biology, microbiology, pathophysiology, physiology) 6 9 successfully completed a higher education degree program to prepare highly qualified, diverse graduates interested in One course in physical sciences (chemistry, physics) 3 4 (associate degree or higher) in the United States or one of its pursuing health care careers that require advanced levels of One course in social sciences (government, history, political science, psychology, sociology) 3 4 professional education . The program seeks to create a bridge for English-speaking protectorates . One course in humanities (ethics, fine arts, literature, philosophy) 3 4 students from a variety of backgrounds to improve the cultural Performance courses do not meet this requirement competency of health care professionals . Courses Required for Admission For admission to the BS in Health Sciences program, students Elective courses in communications, computer science, ethics, fine arts, humanities, 36 56 Vision are required to complete, at minimum, the core general educa- life sciences, literature, philosophy, physical sciences, or social sciences The BS in Health Sciences program will be a recognized leader tion requirements detailed below . In preparation for graduate Total Hours of Required and Elective Courses: 60 90 in providing pathways for diverse students into the health school, hours may vary based on graduate program for which professions . the student is preparing . For specific courses, see core require- Lower-Division Course Work • Biology (16-20 semester hours) ments and general education . Lower-division course work must have been completed at a – General biology with laboratory (4-8 semester hours) A minimum of 60 semester credit hours (90 quarter hours) of regionally accredited college or university . However, lower- – Microbiology with laboratory (4 semester hours) Bachelor of Health Sciences: lower division undergraduate course work from a regionally U .S . division courses will vary depending on the student’s graduate – Anatomy with laboratory (4 semester hours) Admission Requirements accredited institution is required prior to admission to the BS in school and career goals . Pre-medicine, pre-nursing and pre- – Physiology with laboratory (4 semester hours) Program entry requirements include satisfactory completion of Health Sciences program . Prerequisite courses must include the allied health professional programs each have unique prerequi- • Physics (4-8 semester hours)** two years of specified lower-division course work at a region- general and biological sciences, mathematics, communications, site requirements . The following general list encompasses these – Physics with laboratory (4-8 semester hours) ally accredited college or university . Upper division course work the social sciences and humanities . Specific prerequisite courses requirements (variations should be based on planned graduate • Mathematics and statistics (6-12 semester hours) for the Bachelor of Science degree in Health Sciences may be may vary depending on the unique prerequisite requirements school major) . – College algebra completed in as few as 21 months, full-time . Students can elect of the graduate-level health professional program of interest to • Chemistry (8-20 semester hours) Suggested courses: – Calculus I, II a part-time option . the student . For example, the prerequisite lower-division course – General chemistry with laboratory (4-8 semester hours) – Statistics (3 semester hours) work required for medical school, though similar, may not be the Admission to the program is on a competitive basis . Student – Organic chemistry with laboratory (0-8 semester hours) same as that required for application to graduate school in the • Communications (6 semester hours) selection will be based on a number of factors including overall – Biochemistry with laboratory (0-4 semester hours) area of occupational therapy . Specific prerequisite courses are • Social sciences (6 semester hours)*** grade point average, prerequisite grade point average, consis- described below . – Students may elect 1 semester organic chemistry (4 – General psychology (3 semester hours) tency of academic performance, course work completed prior to semester hours) and 1 semester biochemistry with labora- 1 . Chemistry (8-20 semester hours) – Sociology (0-3 semester hours) application, and communication abilities . tory (4 semester hours) . 2 . Biology (16-20 semester hours) – Developmental psychology (0-3 semester hours) Requirements for admission to the professional phase of the – Biochemistry may be taken in year three at Rush if it is not 3 . Physics (4-8 semester hours) • Humanities and fine arts (6 semester hours minimum) program include the following: completed as a prerequisite . 4 . Mathematics and statistics (6-12 semester hours) • Electives (3-9 semester hours)

158 159 Bachelor of Health Sciences Intellectual Ability Bachelor of Health Sciences: Residency Requirement Technical Standards • Measure, calculate, reason, analyze, and synthesize Academic Policies The Bachelor of Science degree in Health Sciences requires data related to diagnosis and treatment of patients and a minimum of 120 semester hours . This includes at least 60 Rush University is committed to diversity and to attracting and populations . Academic Progression hours earned at a lower-division college or university, or at an educating students who will make the population of health care High academic performance in all courses is expected . Students • Exercise proper judgment and complete responsibilities in a affiliated college . A minimum of 60 semester hours of academic professionals representative of the national population . will be considered in good standing at Rush University unless timely and accurate manner according to the health sciences credit shall be earned as an upper-division student in academic placed on academic probation . A cumulative grade point aver- Our core values — Innovation, Collaboration, Accountability, role . residence at Rush University . Candidates for the Bachelor of Respect and Excellence (ICARE) —translate into our work with age of at least 2 0. is required to be considered in good stand- Science degree must earn a 2 .5 cumulative grade point average • Synthesize information, problem solve, and think critically to all students, including those with disabilities . Rush actively ing, and to be eligible to continue in the baccalaureate program . in all computed upper division credits taken at Rush University . judge the most appropriate theory, assessment, management collaborates with students to develop innovative ways to Cumulative grade point averages will be reviewed after each Participation in cap and gown at commencement exercises is or treatment strategy . ensure accessibility and creates a respectful accountable culture quarter . expected of all graduates . through our confidential and specialized disability support . Behavioral The faculty reserves the right to request the withdrawal of a Rush is committed to excellence in accessibility; we encourage • Maintain mature, sensitive, effective relationships with cli- student whose conduct, health or performance demonstrates students with disabilities to disclose and seek accommodations . ents/patients, families, students, faculty, staff, preceptors and lack of fitness for continuance in a health profession . Any such Bachelor of Health Sciences: The following technical functions are required of all students other professionals under all circumstances . student not voluntarily withdrawing will be dismissed from the Curriculum University, regardless of grade point average . enrolled in the Bachelor of Health Sciences program: • Exercise skills of diplomacy to advocate for patients in need . Upper-Division Course Work Acquire Information • Possess emotional stability to function under stress and adapt Academic Probation Rush University provides two years of upper-division course to rapidly changing environments inherent to the classroom work to complete the requirements for the Bachelor of Science • Acquire information from demonstrations and experiences in Academic probation is assigned to any student who receives a and practice settings . in Health Sciences . courses such as lecture, group, and physical demonstrations . semester grade point average below 2 0,. or whose cumulative • Acquire information from written documents and computer Character grade point average falls below 2 0. . Students placed on proba- Upper-division course work consists of core courses required systems (e .g ., literature searches & data retrieval) . • Demonstrate concern for others . tion have two semesters in which to regain the status of good of all students and elective courses offered within two standing as follows: concentrations: • Identify information presented in accessible images • Demonstrate integrity, accountability, interest and motivation . from paper, slides, videos with audio description, and 1 . Medical sciences • Demonstrate intent and desire to follow the Rush University • The next semester after being placed on probation, the stu- transparencies . and Health Sciences Code of Ethics . dent must attain a semester grade point average of at least 2 . Leadership and Community Wellness 2 0. . Use and Interpret The technical standards delineated above must be met with Students must complete a minimum of 60 semester hours of • Use and interpret information from assessment techniques/ or without accommodation . Students who, after review of the • Two semesters after being placed on probation, the student upper-division course work to include a minimum of 28 semes- maneuvers/procedures . Use and interpret information gener- technical standards, determine that they require reasonable must have a cumulative grade point average above 2 .0 . ter hours in the required core and at least 32 semester hours of ated from diagnostic tools . accommodation to fully engage in the program should con- Failure to make the minimum quarterly grade point average one required concentration course work and electives, as approved Motor tact the Office of Student Disability Services to confidentially quarter after probation regardless of the cumulative grade point by their academic advisor . discuss their accommodation needs . Given the clinical nature average, or failure to make the minimum cumulative grade point • Possess psychomotor skills necessary to perform or assist of our programs, time may be needed to create and implement average two semesters after probation, will result in dismissal Core Courses Required of All Students with day-to-day responsibilities commensurate with the the accommodations . Accommodations are never retroactive; from the University . student’s discipline . Course # Course Title Credit therefore, timely requests are essential and encouraged . To learn Hours • Practice in a safe manner and perform universal precautions more about accommodations at Rush University, please contact: D, F or N Grades in the Bachelor of Science HSC-354 Introduction to the Health Professions 3 against contamination . Marie Ferro-Lusk, MBA, MSW, LSW Program HSC-352 Professional Writing 3 Communication Manager, Office of Student Disability Services Undergraduate students who receive an F or N grade in any HSC-448 Health Care Ethics 2 • Communicate effectively and sensitively with patients and Rush University course MUST repeat that course with the F or N grade being HSC-364 Health Care Systems and Policies 1 families . 600 S . Paulina St ., Suite 440 replaced by the grade earned upon repeating the course . In HSC-358 Global Health 3 Chicago, IL 60612 the event that a student is required to repeat a course that is a HSC-366 Introduction to Research 3 • Communicate effectively with faculty, preceptors, employ- (312) 942-5237 prerequisite for an advanced course, the advanced course may HSC-462 Practicum 9 ees, other professionals and all members of the health care Marie_S_Ferro-Lusk@rush .edu not be taken until the student successfully passes the prerequi- HSC-464 Capstone Project 3 team during practicum, internship and/or other learning site course . Thus, the student’s progression in the program may experiences . HSC-372 Medical Terminology 1 be affected . Students who receive a second D or F or N grade Total Semester Hours 28 in the same academic year will be dismissed from the program, regardless of cumulative grade point average .

160 161 Medical Sciences Track Sample Plan of Study Doctor of Philosophy and research . Scaffolding on these foundations, the curriculum challenges the learners to address real-world applications Course # Course Title Credit Medical Science Track Health Sciences, PhD Hours through focused seminar courses and learner-centered projects . HSC-360 Anatomy with Laboratory 4 Year 1 Credit Hours PhD in Health Sciences: Educational Philosophy The curriculum progresses and challenges the learner’s axiologi- cal considerations encouraging the value of moving health care HSC-350 Medical Physiology 4 Fall We believe that our students will become future stewards of forward through research, demonstration projects, dissertation HSC-362 Clinical Immunology 3 HSC-354 Introduction to the Health Professions 3 health sciences, worthy of being entrusted as guardians of the focus, ownership of learning, and philosophical challenges to HSC-445 Fundamentals of Neuroscience 3 HSC-352 Professional Writing 3 vitality, quality and integrity of their field . Toward that goal, we the status quo . HSC-454 Principles of Biochemistry 4 HSC-454 Principles of Biochemistry 4 teach the highest levels of competence and integrity in educa- HSC-368 Genetics 3 HSC-368 Genetics 3 tion, leadership and research and provide professional develop- To assure learner progress through the curricular constructs, HSC-458 Microbiology 3 Subtotal 13 ment and research mentoring by established scholars across we assign each student an academic advisor who is an estab- HSC-459 Pharmacology 3 Spring the continuum of health sciences . The underlying educational lished scholar in a health sciences field matching the student’s HSC-455 Pathophysiology 3 HSC-360 Anatomy with Laboratory 4 philosophy of the program is grounded in a triad of learner- background and professional interest . The academic advisor Total Semester Hours 30 HSC-350 Medical Physiology 4 centered thought including progressivism, in which the learners’ provides general support and leads the student’s professional HSC-362 Clinical Immunology 3 experiences, needs and interests are explored and fostered; development . The transition to doctoral candidacy occurs upon HSC-372 Medical Terminology 1 Leadership and Community Wellness Track reconstructionism, in which the learners see their growth successfully completing all core courses, passing a compre- Subtotal 12 applied to real-world problems; and existentialism, by which hensive qualifying exam, and passing a dissertation proposal Course # Course Title Credit Summer learners are challenged to “own” their future and become lead- presented to the dissertation committee . Doctoral candidates Hours HSC-458 Microbiology 3 ers in the evolution of health care . conduct research and publish under the guidance and supervi- HSC-460 Management Principles 3 HSC-366 Introduction to Research 3 sion of a research mentor . The dissertation committee consists of HSC-461 Leadership Theory & Practice 3 HSC-445 Fundamentals 3 the academic advisor, the research mentor, the program director HSC-467 Issues and Trends in Health Care 3 Elective* 3 PhD in Health Sciences: and at least two additional qualified members . The dissertation HSC-468 Chronic Disease Management 3 Subtotal 12 Mission & Vision committee ensures that students are well prepared to identify HSC-480 Principles and Health & Wellness 3 Year 2 Credit Hours and fill important gaps in knowledge through the generation HSC-483 Community Health 4 Fall Mission and dissemination of new knowledge and endorses the award- HSC-371 Health Education 2 HSC-358 Global Health 3 Our mission is to produce experienced health science profes- ing of the PhD in Health Sciences degree . Total Semester Hours 24 HSC-455 Pathophysiology 3 sionals with a broad-based, interdisciplinary education who are HSC-459 Pharmacology 3 prepared to lead, teach, practice clinically and perform research Electives* HSC-464 Capstone Project 3 at the highest levels of competency and integrity . PhD in Health Sciences: Subtotal 12 Program Overview Course # Course Title Credit Vision Hours Spring The Doctor of Philosophy in Health Sciences degree program To become the highest quality PhD in Health Sciences program HSC-356 Biostatistics 3 HSC-448 Health Care Ethics 2 was launched by the College of Health Sciences in the fall of in the United States . HSC-425 Health Care Informatics 2 HSC-364 Health Care Systems and Policies 1 2011 . The program is designed to prepare health science profes- HSC-435 Nutrition 3 HSC-462 Practicum 9 sionals to assume major leadership, research and educational HSC-446 Health Care Disparities 3 Subtotal 12 positions within their professions, as well as to provide career HSC-447 Epidemiology 3 Overall Total 61 PhD in Health Sciences: advancement opportunities . HSC-485 Fitness & Health Curricular Design The program will provide a broad-based, interdisciplinary educa- We offer a rigorous curriculum that emphasizes fundamentals tion that will prepare graduates to teach, practice and perform *Elective courses must be approved by the student’s academic advisor and the Transfer of Credit and advanced concepts in leadership, education, research and research across the continuum of health care . The program at program director and correspond with the student’s career goals. The Bachelor Students who desire to complete additional elective courses, professional development . We provide high-quality, asynchro- of Science degree requires a minimum of 60 semester hours and will require Rush will prepare individuals for careers in research, education students to complete approved electives. either at Rush University or at another regionally accredited nous online courses in leadership, education and research . The and leadership within allied health and, more broadly, within college or university, may request to do so, and these electives role of the curricular design is to provide a logical progression to health care and higher education . may be incorporated into the student’s program plan with the learner growth . The guiding principle of the curricular design is The program of study for the Doctor of Philosophy degree approval of the student’s academic advisor . threefold and presented in a continuum of foundations (theory), involves formal courses in leadership, education and research . application (real-world problem resolution), and vision (synthe- It also involves mentored professional development within a sis and creative/critical forward thinking regarding the future health science specialty field . The publication of scholarly work trajectory of health care) . The curricular design first establishes in a peer-reviewed journal and the passing of a comprehensive a foundation of past and current thinking (epistemological oral examination upon completion of all course work are also framework) and theory associated with leadership, education

162 163 required . In addition, the student must complete and present In addition, applicants should: Admissions Applications Motor a dissertation proposal that meets the approval of his or her • Possess a minimum overall cumulative grade point average of Application for the Rush University PhD in Health Sciences • Possess psychomotor skills necessary to perform or assist advisory committee prior to beginning a dissertation research 3 .0 on a 4 .0 scale . Program must be completed online . with day-to-day responsibilities commensurate with the project that culminates in the writing and oral public defense of student’s discipline . a dissertation . The PhD degree demonstrates the capability for • Submit scores from the Graduate Record Examination (GRE) Transfer of Credit • Practice in a safe manner and perform universal precautions independent research and recognizes a unique contribution to or Medical College Admission Test (MCAT) . Please use the Rush University institution code: 3263 . Credit for equivalent doctoral-level courses may be transferred against contamination . scientific knowledge . The program may be taken on a part-time into the program with approval of the program director, instruc- • Provide three letters of recommendations from persons who basis; however, in all cases it must be completed in seven years tor, advisor and registrar using the Petition to Transfer Credit Communication are knowledgeable about the quality of the applicant’s schol- or less . form obtained from the registrar . Only courses with grades of • Communicate effectively and sensitively with patients and arly activities and/or work experiences . The PhD program in Health Sciences consists of five major “A” or “B” are eligible . However, grades from courses trans- families . • Prior health science experience is required for admission . core areas: Leadership (12 semester hours [SH]), Education (9 ferred from another institution are not recorded on the student’s • Communicate effectively with faculty, preceptors, employ- Prior research experience will also be considered favorably . SH), Research (18 SH), Professional Development (3 SH) and academic record; the number of credits is recorded and added ees, other professionals and all members of the health care Dissertation Research (12 SH minimum) . The professional devel- • If your native language is not English, submit Test of English to the cumulative number of credits . Students must receive a team during practicum, internship and/or other learning opment courses are based on learning contracts that provide as a Foreign Language (TOEFL) scores . minimum of 30 SH of credit from Rush University to be eligible experiences . opportunities for advanced mentored learning and skill devel- • Specific admission requirements may be aivedw by the for the degree . Intellectual Ability opment in the allied health profession matching the student’s College of Health Sciences admissions office . These will be interests . Student learning objectives for the PhD in Health addressed on a case-by-case basis . PhD in Health Sciences Technical Standards • Measure, calculate, reason, analyze, and synthesize Sciences have been developed for each major core area and are Rush University is committed to diversity and to attracting and data related to diagnosis and treatment of patients and Admission is on a competitive basis . The basis for inviting an mapped to individual courses . Students entering the program educating students who will make the population of health care populations . applicant for an interview includes the applicant’s academic must have a master’s degree in an area related to health sci- professionals representative of the national population . • Exercise proper judgment and complete responsibilities in a performance represented by course work grades, course load, ences or health care administration . timely and accurate manner according to the PhD in Health trends, degree of course difficulty, and GRE or MCAT scores . In Our core values — Innovation, Collaboration, Accountability, Sciences role . addition, the review includes consideration of the nonacademic Respect and Excellence (ICARE) — translate into our work qualifications listed below in no particular order of preference or with all students, including those with disabilities . Rush actively • Synthesize information, problem solve, and think critically to PhD in Health Sciences: weight: collaborates with students to develop innovative ways to judge the most appropriate theory, assessment, management Program Objectives ensure accessibility and creates a respectful accountable culture or treatment strategy . • professional work experience 1 . To produce scholars who will generate new knowledge and through our confidential and specialized disability support . Behavioral • positions of leadership held Rush is committed to excellence in accessibility; we encourage innovative applications through research . • Maintain mature, sensitive, effective relationships with cli- • public/community service or volunteer-related activities students with disabilities to disclose and seek accommodations . 2 . To produce scholars who will disseminate knowledge through ents/patients, families, students, faculty, staff, preceptors and • volunteer activities in health care-related areas education and publications . The following technical functions are required of all students other professionals under all circumstances . • communication skills as demonstrated in the essay and enrolled in the PhD in Health Sciences: 3 . To produce scholars who will shape the future of health sci- • Exercise skills of diplomacy to advocate for patients in need . personal interview ences through leadership and cooperation . Acquire Information • Possess emotional stability to function under stress and adapt • reference letters or recommendations 4 . To produce scholars who will uphold the highest ideals of • Acquire information from demonstrations and experiences in to rapidly changing environments inherent to the classroom • research accomplishments health sciences . courses such as lecture, group, and physical demonstrations . and practice settings . • applicant’s future goals • Acquire information from written documents and computer Character Once the College of Health Sciences admissions office has systems (e .g ., literature searches & data retrieval) . • Demonstrate concern for others . PhD in Health Sciences: received all required documents, including the application fee, • Identify information presented in accessible images • Demonstrate integrity, accountability, interest and motivation . Admission Requirements it forwards the application to the program director for review . from paper, slides, videos with audio description, and • Demonstrate intent and desire to follow the Rush University Applicants must have completed a master’s degree (or higher If an applicant meets all the college and program admission transparencies . and PhD in Health Sciences Code of Ethics . degree, such as an MD, AuD or OTD) from a regionally accred- criteria and, following an interview, the program director agrees Use and Interpret ited college or university, provide official transcripts from each to admit the student, the College of Health Sciences admissions The technical standards delineated above must be met with college or university attended, and hold appropriate certifica- office writes the acceptance notification to the applicant . • Use and interpret information from assessment techniques/ or without accommodation . Students who, after review of the tion/licensure in their individual health profession by a major For more information, please contact the program director: maneuvers/procedures . Use and interpret information gener- technical standards, determine that they require reasonable U S. . certification/licensing agency, as applicable . Degrees ated from diagnostic tools . accommodation to fully engage in the program should con- Douglas Kuperman, PhD, RRT obtained outside the United States must be evaluated by the tact the Office of Student Disability Services to confidentially Program Director Education Credentials Evaluators (ECE) and must be judged discuss their accommodation needs . Given the clinical nature (312) 942-8271 equivalent to at least a master’s degree by U S. . standards . of our programs, time may be needed to create and implement Email: douglas_kuperman@rush .edu

164 165 the accommodations . Accommodations are never retroactive; Prior to graduation, all students in the program will demon- DEPARTMENT OF CLINICAL NUTRITION program acceptance . Students may be admitted in any of the therefore, timely requests are essential and encouraged . To learn strate achievement of the competencies described above in three semesters . Students accepted into the MS degree program more about accommodations at Rush University, please contact: each of the core competency areas of education, research and Clinical Nutrition: Academic Programs will receive a letter of acceptance from the Rush University leadership . Students will also demonstrate achievement of the College of Health Sciences Admissions Office . A program accep- Marie Ferro-Lusk, MBA, MSW, LSW Master of Science required competencies by professional development in their tance confirmation fee of $250 is required at this time . This Manager, Office of Student Disability Services The MS degree program is for those who hold the baccalaure- individual professional disciplines . fee is nonrefundable and will be applied to tuition for the first Rush University ate degree and wish to expand their understanding of human term . There are two tracks in the MS in Clinical Nutrition degree 600 S . Paulina St . AAC 440 nutrition through critical evaluation, integration and application Leadership Core Courses Credit Hours program: thesis and nonthesis . The student will decide during Chicago, IL 60612 of nutrition research . The student has the option of selecting a (12 Semester Hours) the first term which track to pursue . (312) 942-5237 thesis or nonthesis track . Those in the thesis track are required Marie_S_Ferro-Lusk@rush .edu HSC-631 Composition for Effective Professional Writing 3 to take 6 credits of thesis research and will complete their own Required Testing for All Applicants HSC-632 Leadership Theory 3 research project . Those in the nonthesis track will take 1 - 3 Applicants for the MS in Clinical Nutrition program will need to HSC-633 Leadership in Higher Education 3 credits of independent study and have a research experience . submit results of the following: PhD in Health Sciences: Curriculum HSC-634 Issues and Trends in Health Care 3 • Graduate Record Examination Student Learning Objectives Education Core Courses Credit Hours Clinical Nutrition: Admission 1 . Demonstrate knowledge of foundational content and an (9 Semester Hours) • International applicants — graduates who obtained their Requirements understanding of the historical and contemporary theoreti- HSC-641 Education Theory and Methods 3 education outside the United States and its territories must have their academic degree(s) validated as equivalent to the cal frameworks of leadership and education through active HSC-642 Curriculum and Instruction 3 Applicants for the MS Degree discussion and written projects including leadership needs baccalaureate or master’s degree conferred by a regionally HSC-643 The Adult Learner 3 All applicants for the MS in Clinical Nutrition must have earned accredited college or university in the United States . These assessments, organizational culture evaluations, and self- the baccalaureate degree . Obtaining the MS in Clinical Nutrition Research Core Courses Credit Hours applicants also must submit results of the TOEFL examination assessment of learner’s current leadership and educational without an accredited supervised practice will not make the (18 Semester Hours) (see College of Health Sciences TOEFL requirements) . operational basis with the development of individual action student eligible to sit for the registration exam to become a HSC-652 The Research Process: Quantitative plans for improvement and growth . Registered Dietitian Nutritionist . Design & Methods Part I 3 2 . Apply the foundational knowledge to real-world settings Prerequisite courses from an accredited US university that are HSC-653 The Research Process: Quantitative Clinical Nutrition: Graduation as demonstrated by the successful completion of course required for admission to the MS degree include: projects, group activities, advanced critical thinking related Design & Methods Part II 3 Requirements • At least one course in biochemistry* to health science educational program and course design, HSC-654 Grantsmanship 3 Once admitted into the MS in Clinical Nutrition program, stu- development, implementation, administration and evaluation, HSC-655 Ethical Conduct in Research Settings 3 • At least one course in physiology* dents embark on a journey that entails the accumulation of 36 critical discussions, and publications . semester hours for graduation . In order to graduate and have HSC-656 The Dissertation Proposal 3 • At least one course in nutrition 3 . Synthesize program content into a creative and unique the degree conferred, students must: HSC-651 Advanced Biostatistics 3 • At least one course in statistics forward-seeing research project while applying current • Maintain a cumulative GPA of 3 .0 or greater . research ethics, theory and practice to influence the future of Professional Development Credit Hours *Students should note that two semesters of general chemistry and • Successfully complete all didactic course work . the health science professions . (3 Semester Hours) one semester of organic chemistry are typically the prerequisites HSC-661 Health Science Professional Development I 1 for biochemistry. The prerequisite for physiology is an introductory • Successfully complete all requirements of the thesis/nonthesis 4 . Integrate advanced skills and knowledge of composition, oral biology course. research experience . presentation, leadership, education and research into practice HSC-662 Health Science Professional Development II 1 of the health science professions . HSC-663 Health Science Professional Development III 1 Students applying to the MS degree program complete an • Pass the Rush University interprofessional course . Independent Study Variable Credit online application to Rush University at http://ruapplying learn. . Prior to graduation, all students in the program will demonstrate • Complete a minimum of 16 contact hours of approved pro- rush .edu . Application requirements, required application fees achievement of the competencies described above . HSC-900 Independent Study Variable fessional or community service . and the application process are specified on the Department Dissertation Research Credit Hours Student Learning Objective 1 maps to HSC-631, HSC-632, HSC- of Clinical Nutrition website at www .rushu .rush edu/nutrition. . Students must complete all program requirements within 5 years (12 Semester Hours Minimum) 633, HSC-641 and HSC-643 . Contact Kathryn S . Keim, PhD, RD, chair, at Kathy_Keim@rush . from matriculation . Any student who expects to go beyond the Student Learning Objective 2 maps to HSC-631, HSC-634, HSC- HSC-699 Dissertation Research 3; Repeated for edu or call (312) 942-2812 for questions . time frame must request an exception to the policy in writing 641, HSC-642 and HSC-643 . a minimum of 12 to the Clinical Nutrition Academic Progress and Promotions Acceptance procedures for the MS degree include a review of Total Requirement: 54 Semester Hours committee . Student Learning Objective 3 maps to HSC-631, HSC-651, HSC- application materials by the Rush University College of Health 652, HSC-653, HSC-654, HSC-655, HSC-656 and HSC-699 . Sciences Admissions Office for completeness of application and Student Learning Objective 4 maps to HSC-631, HSC-661, HSC- a review by the Clinical Nutrition Admissions Committee for 662 and HSC-663 .

166 167 Clinical Nutrition: Research Activities Automatic probation for any student results when a student’s Clinical Nutrition: Admission baccalaureate or master’s degree conferred by a regionally cumulative grade point average (GPA) falls below 3 .0 or when accredited college or university in the United States . These Students have the option of selecting the thesis or nonthesis Requirements a student receives a grade of “D” or “F” in any course . The applicants also must submit results of the TOEFL examination track of the degree, but all students will complete some form Clinical Nutrition Academic Progress and Promotions committee Applicants for the Combined Master of Science (see College of Health Sciences TOEFL requirements) . of research experience . Faculty members of the Department of notifies any student placed on probation, states the reason(s) (MS)/Dietetic Internship Clinical Nutrition are involved in basic and applied clinical nutri- for probation and indicates the conditions that must be satisfied All applicants for the Combined MS/Dietetic Internship program tion and management research . Faculty and students present at for removal of probation . A student who earns a grade of “D” or must have earned a baccalaureate degree and have a verifica- professional meetings and publish in peer-reviewed journals . A Clinical Nutrition: Graduation “F” in a course, other than those listed above, must repeat the tion statement the represents completion of requirements of list of faculty and student research presentations and publica- Requirements course and earn at least a “C ”. A student who earns a grade of an accredited Didactic Program in Dietetics (DPD) listed by the tions can be found at the Clinical Nutrition website at www . Once admitted to the MS/Dietetic Internship in Clinical Nutrition “D” or “F” in more than one required course will be dismissed . Accreditation Council for Education in Nutrition and Dietetics at rushu .rush .edu/nutrition . program, students embark on a journey that entails the accu- Full-time students on probation must earn a cumulative GPA www .eatright .org/ACEND . of 3 .0 or greater by the end of the next two consecutive terms . mulation of 67 semester hours for graduation . This includes a Application requirements, fees and the application process are Part-time students on probation must earn a cumulative GPA of minimum of 1200 hours of supervised experience . In order to specified on the Department of Clinical Nutrition website at Clinical Nutrition: Service Activities 3 .0 or greater after completing the next three courses (approxi- graduate and have the degree conferred, students must: www .rushu .rush .edu/cndi . Students are required to complete 16 hours of community or mately 6 semester hours) . Improvement in the GPA must be • Maintain a cumulative GPA of 3 .0 or greater . professional service during the program . Students meet this shown in each quarter of probation . Contact Diane Sowa, MBA, RD, dietetic internship director, at • Successfully complete all didactic course work . requirement in a variety of ways including assisting at health Diane_C_Sowa@rush edu. or (312) 942-5212 for questions . College of Health Sciences/Rush University • Successfully complete all 1200 hours of supervised fairs; volunteering at the local food pantry; and assisting at Students verbally accept the appointment, and the Rush dietetic experience . local, state and national professional association meetings . Academic Policies internship director will email the student an acceptance letter Academic policies specific to the College of Health Sciences and form that students are required to complete and return . • Successfully complete all requirements of the thesis/nonthesis Rush University are located in those sections of the catalog . research experience . Clinical Nutrition: Academic Policies Once students are accepted into the Dietetic Internship pro- gram, they are then required to complete the application for • Pass the Rush University interprofessional course . The MS degree is offered on a part-time or full-time basis . Rush University at http://ruapplying .learn .rush .edu . A program Clinical Nutrition/Dietetic • Complete a minimum of 16 contact hours of approved pro- A full-time student can complete the program in five terms; acceptance confirmation fee of $250 is required at this time . fessional or community service . all students must complete the program within five years of Internship, MS This fee is nonrefundable and will be applied to tuition for the matriculation . Rush University requires continuous enrollment Combined Master’s Degree/Dietetic Internship first quarter . There are two tracks in the Combined MS/Dietetic Dietetic internship: In order to be eligible to take the registration through completion of the degree (see Rush University policies exam administered by the Commission on Dietetic Registration, The combined MS/Dietetic Internship program is a 20-month Internship degree: thesis and nonthesis . The students will decide for further information) . Students may be allowed to transfer up students must fulfill all requirements of the dietetic internship program that integrates didactic and supervised experience . during the first semester which track to pursue . Schedules will to 12 semester hours of applicable graduate credit from another to receive a verification statement . Students must complete all Students have the option of selecting a thesis or nonthesis vary based on the track selected . accredited university . Graduate courses must be completed with Dietetic Internship program requirements within 30 months track . Upon completion of the program, the student earns a MS a “B” or better and approved by the student’s supervisory com- from the time they began the dietetic internship . degree with a major in clinical nutrition, completes an accred- Drug Testing mittee to be awarded transfer credit . ited dietetic internship and is eligible to take the Registration Rush University Medical Center requires that all prospective MS degree: Students must complete all program requirements If a student is not finished with the MS degree in five years, a Examination for Dietitians . employees (including dietetic interns) undergo drug testing as a within 5 years from matriculation . Any student who expects to request for extension must be made to the Clinical Nutrition go beyond the time frame must request an exception to the The dietetic internship is accredited by the Accreditation Council contingency for employment or enrollment . Academic Progress and Promotions committee . If an extension policy in writing to the Clinical Nutrition Academic Progress and for Education in Nutrition and Dietetics, the credentialing agency is granted, conditions of the extension may include additional Promotions committee . of the Academy of Nutrition and Dietetics . Contact information: Criminal Background Check course work to assure relevancy and currency of knowledge/ All dietetic interns will undergo a criminal background check, Accreditation Council for Education in Nutrition and Dietetics competence at the master’s level . the purpose of which is to comply with legislation regarding Academy of Nutrition and Dietetics employment in the health care field to assure patient safety . Clinical Nutrition: Research Activities Academic Progression 120 S . Riverside Plaza, Suite 2190 Students have the option of selecting the thesis or nonthesis Chicago, IL 60606-6995 Required Testing for all Applicants Students in the MS degree program are required to earn grades track . Faculty members of the Department of Clinical Nutrition (800) 877-1600 ext . 5400 of “C” or better in all courses . Failure to earn required grades Applicants for the MS/Dietetic Internship degree will need to are involved in basic and applied clinical nutrition and manage- www .eatright .org/ACEND may result in dismissal from the MS program and will result submit results of the following: ment research . Faculty and students present at professional in a performance review by the Clinical Nutrition Academic • Graduate Record Examination meetings and publish in peer-reviewed journals . A list of faculty Progress and Promotions committee . The faculty reserves the and student research presentations and publications can be • International applicants — graduates who obtained their right to request the withdrawal of any student whose conduct or found at the Clinical Nutrition website at www .rushu .rush .edu/ education outside the United States and its territories must performance demonstrates lack of fitness for continuance in the nutrition . graduate program . have their academic degree(s) validated as equivalent to the

168 169 Clinical Nutrition: Service Activities for probation and indicates the conditions that must be satisfied • Identify information presented in images from paper, slides, • Demonstrate concern for others . for removal of probation . A student who earns a grade of “D” or videos and transparencies . • Demonstrate integrity, accountability, interest and motivation . Students are required to complete 16 hours of community or “F” in a course, other than those listed above, must repeat the • Recognize and assess patient changes in mood, activity, professional service during the program . Students meet this • Demonstrate intent and desire to follow the Rush University course and earn at least a “C ”. A student who earns a grade of cognition, and verbal and nonverbal communication . requirement in a variety of ways, including assisting at health and Clinical Nutrition Code of Ethics . “D” or “F” in more than one required course will be dismissed . fairs; volunteering at the local food pantry; and assisting at Use and Interpret Full-time students on probation must earn a cumulative GPA The technical standards delineated above must be met with local, state and national professional association meetings . of 3 .0 or greater by the end of the next two consecutive terms . • Use and interpret information from assessment techniques/ or without accommodation . Students who, after review of the Part-time students on probation must earn a cumulative GPA of maneuvers . Use and interpret information related to physi- technical standards, determine that they require reasonable 3 .0 or greater after completing the next three courses (approxi- ologic phenomena generated from diagnostic tools . Clinical Nutrition: Academic Policies accommodation to fully engage in the program should contact mately 6 semester hours) . Improvement in the GPA must be Motor the Office of Student Disability Services to confidentially discuss The Combined Master of Science (MS)/Dietetic Internship pro- shown each quarter of probation . • Possess psychomotor skills necessary to provide or assist their accommodation needs . Given the clinical nature of our pro- gram is offered on a full-time basis only . The program extends in holistic clinical nutrition care and perform or assist with grams, time may be needed to implement the accommodations . over five semesters including the summer term . The supervised College of Health Sciences/Rush University procedures and treatments . Accommodations are never retroactive; therefore, timely requests practice experiences must be completed within 30 months . The Academic Policies • Practice in a safe manner and appropriately provide clinical are essential and encouraged . To learn more about accommoda- didactic and research components of the master’s degree should Academic policies specific to the College of Health Sciences and nutrition care and assessment in emergencies and life sup- tions at Rush University, please contact: be completed in five semesters; all students must complete Rush University are located in those sections of the catalog . port procedures and perform universal precautions against Marie Ferro-Lusk, MBA, MSW, LSW course work within five years of matriculation . Rush University contamination . Manager, Office of Student Disability Services requires continuous enrollment through completion of the Rush University degree (see Rush University policies for further information) . Master of Science Communication 600 S . Paulina St . AAC 440 Students may be allowed to transfer up to 12 semester hours • Communicate effectively and sensitively with patients and Clinical Nutrition, MS Chicago, IL 60612 of applicable graduate credit from another accredited university families . (312) 942-5237 for the MS degree portion . Graduate courses must be completed Department of Clinical Nutrition • Communicate effectively with faculty, preceptors, and all Marie_S_Ferro-Lusk@rush .edu with a B or better and approved by the student’s supervisory Two programs, which have a common core of courses, lead members of the health care team during practicum and other committee to be awarded transfer credit . to a Master of Science (MS) in Clinical Nutrition: the Clinical learning experiences . Nutrition MS degree program and the Combined MS and If a student is not finished in five years, a request for extension • Accurately elicit information including a medical history and Clinical Nutrition: Academic Programs Dietetic Internship program . must be made to the Clinical Nutrition Academic Progress and other information to adequately and effectively evaluate a Two programs, which have a common core of courses, lead to a Promotions committee . If an extension is granted, conditions of Clinical Nutrition Technical Standards population’s, client’s or patient’s condition . Master of Science (MS) in Clinical Nutrition . the extension may include additional course work to assure rel- Rush University is committed to diversity and to attracting and Intellectual Ability evancy and currency of knowledge/competence at the master’s educating students who will make the population of health care • Measure, calculate, reason, analyze, and synthesize Master of Science level . professionals representative of the national population . data related to diagnosis and treatment of patients and The MS degree program is for those who hold the baccalaure- ate degree and wish to expand their understanding of human Our core values — Innovation, Collaboration, Accountability, populations . Academic Progression nutrition through critical evaluation, integration and application Respect and Excellence (ICARE) — translate into our work • Exercise proper judgment and complete responsibilities in a Students in the Combined MS/Dietetic Internship program are of nutrition research . The student has the option of selecting a with all students, including those with disabilities . Rush actively timely and accurate manner according to the clinical nutrition required to earn grades of “B” or better in NTR-655 and a thesis or nonthesis track . Those in the thesis track are required collaborates with students to develop innovative ways to role . grade of “P” (pass) (equivalent to a grade of “B” or better) in to take 6 credits of thesis research and will complete their own ensure accessibility and creates a respectful accountable culture • Synthesize information, problem solve, and think critically to NTR-650, NTR-651, NTR-652, NTR-653 and NTR-654 . Grades research project . Those in the non-thesis track will take 1 - 3 through our confidential and specialized disability support . judge the most appropriate theory, assessment or treatment of “C” or better are required in all other courses . Failure to credits of independent study and have a research experience . Rush is committed to excellence in accessibility; we encourage earn minimum required grades may result in dismissal from strategy . students with disabilities to disclose and seek accommodations . the Combined MS/Dietetic Internship program and will result Behavioral in a performance review by the Clinical Nutrition Academic The following technical functions are required of all students • Maintain mature, sensitive, effective relationships with cli- Clinical Nutrition: Admission Progress and Promotions committee . The faculty reserves the enrolled in the Clinical Nutrition program: ents/patients, families, students, faculty, staff, preceptors and right to request the withdrawal of any student whose conduct or Requirements Acquire Information other professionals under all circumstances . performance demonstrates lack of fitness for continuance in the Applicants for the MS Degree • Acquire information from demonstrations and experiences in • Exercise skills of diplomacy to advocate for patients in need . graduate program . All applicants for the MS in Clinical Nutrition must have earned courses such as lecture, group, and physical demonstrations . • Possess emotional stability to function under stress and adapt the baccalaureate degree . Obtaining the MS in Clinical Nutrition Automatic probation for any student results when a student’s • Acquire information from written documents and computer to rapidly changing environments inherent to the classroom without an accredited supervised practice will not make the cumulative grade point average (GPA) falls below 3 .0 or when systems (e .g ., literature searches & data retrieval) . and practice settings . a student receives a grade of “D” or “F” in any course . The student eligible to sit for the registration exam to become a • Identify information presented in accessible images Character Clinical Nutrition Academic Progress and Promotions committee Registered Dietitian Nutritionist . from paper, slides, videos with audio description, and notifies any student placed on probation, states the reason(s) transparencies .

170 171 Prerequisite courses from a US university that are required for semester hours for graduation . In order to graduate and have the If a student is not finished with the MS degree in five years, a Clinical Nutrition Academic Progress and Promotions committee admission to the MS degree include: degree conferred, students must: request for extension must be made to the Clinical Nutrition notifies any student placed on probation, states the reason(s) • At least one course accredited in biochemistry* • Maintain a cumulative GPA of 3 .0 or greater . Academic Progress and Promotions committee . If an extension for probation and indicates the conditions that must be satisfied is granted, conditions of the extension may include additional for removal of probation . A student who earns a grade of “D” or • At least one course in physiology* • Successfully complete all didactic course work . course work to assure relevancy and currency of knowledge/ “F” in a course, other than those listed above, must repeat the • At least one course in nutrition • Successfully complete all requirements of the thesis/nonthesis competence at the master’s level . course and earn at least a “C ”. A student who earns a grade of • At least one course in statistics research experience . “D” or “F” in more than one required course will be dismissed . *Students should note that two semesters of general chemistry and • Pass the Rush University interprofessional course . Academic Progression Full-time students on probation must earn a cumulative GPA of one semester of organic chemistry are typically the prerequisites • Complete a minimum of 16 contact hours of approved profes- Students in the MS degree for Registered Dietitians program are 3 .0 or greater by the end of the next two consecutive quarters . for biochemistry. The prerequisite for physiology is an introductory sional or community service . required to earn grades of “C” or better in all courses . Failure Part-time students on probation must earn a cumulative GPA of biology course. to earn required grades may result in dismissal from the MS 3 .0 or greater after completing the next three courses (approxi- Students must complete all program requirements within 5 years program and will result in a performance review by the Clinical mately 9 quarter hours) . Improvement in the GPA must be Students applying to the MS degree program complete an from matriculation . Any student who expects to go beyond the Nutrition Academic Progress and Promotions committee . The shown in each term of probation . online application to Rush University at http://ruapplying .learn . time frame must request an exception to the policy in writing faculty reserves the right to request the withdrawal of any rush .edu . Application requirements, required application fees to the Clinical Nutrition Academic Progress and Promotions student whose conduct or performance demonstrates lack of College of Health Sciences/Rush University and the application process are specified on the Department committee . fitness for continuance in the graduate program . Academic Policies of Clinical Nutrition website at www .rushu .rush edu/nutrition. . Academic policies specific to the College of Health Sciences and Contact Kathryn S . Keim, PhD, RD, chair, at Kathy_Keim@rush . Automatic probation for any student results when a student’s Rush University are located in those sections of the catalog . edu or call (312) 942-2812 for questions . Clinical Nutrition: Research Activities cumulative grade point average (GPA) falls below 3 .0 or when a student receives a grade of “D” or “F” in any course . The Acceptance procedures for the MS degree include a review of Students have the option of selecting the thesis or nonthesis application materials by the Rush University College of Health track of the degree, but all students will complete some form Sciences Admissions Office for completeness of application and of research experience . Faculty members of the Department of Master of Science Degree/nonthesis track Clinical Nutrition are involved in basic and applied clinical nutri- a review by the Clinical Nutrition Admissions Committee for pro- (Sample plan of study) gram acceptance . Students may be admitted in any of the three tion and management research . Faculty and students present at semesters . Students accepted into the MS degree program will professional meetings and publish in peer-reviewed journals . A Year 1 Credit Hours receive a letter of acceptance from the Rush University College list of faculty and student research presentations and publications Fall Semester can be found at the Clinical Nutrition website at www .rushu .rush . of Health Sciences Admissions Office . A program acceptance NTR-621 Regulation of Macronutrients & Energy Metabolism in Human Nutrition 3 confirmation fee of $250 is required at this time . This fee is non- edu/nutrition . CHS-601 Introduction to Biostatistics 2 refundable and will be applied to tuition for the first term . There CHS-605 Introduction to Ethics in Health Care: Interdisciplinary Perspectives 2 are two tracks in the MS in Clinical Nutrition degree program: thesis and nonthesis . The student will decide during the first Clinical Nutrition: Service Activities Spring Semester NTR-611 Advanced Nutrition Care I 3 term which track to pursue . Students are required to complete 16 hours of community or professional service during the program . Students meet this CHS-610 Research Methods in the Health Sciences 2 Required Testing for All Applicants requirement in a variety of ways including assisting at health fairs; NTR-622 Micronutrient, Phytochemicals & Dietary Supplements in Nutrition 3 Applicants for the MS in Clinical Nutrition program will need to volunteering at the local food pantry; and assisting at local, state Summer Semester submit results of the following: and national professional association meetings . NTR-691 Nutrition Epidemiology 3 • Graduate Record Examination NTR-612 Advanced Nutrition Care II 3 • International applicants — graduates who obtained their NTR-600 Independent Study 2 education outside the United States and its territories must Clinical Nutrition: Academic Policies Year 2 Credit Hours have their academic degree(s) validated as equivalent to the The MS degree is offered on a part-time or full-time basis . A full- Fall Semester baccalaureate or master’s degree conferred by a regionally time student can complete the program in five terms; all students NTR-613 Advanced Nutrition Care III 2 accredited college or university in the United States . These must complete the program within five years of matriculation . NTR-613L Advanced Nutrition Care III Lab 1 applicants also must submit results of the TOEFL examination Rush University requires continuous enrollment through comple- (see College of Health Sciences TOEFL requirements) . tion of the degree (see Rush University policies for further infor- NTR-641 Leadership & Management in Dietetics 3 mation) . Students may be allowed to transfer up to 12 semester NTR-692 Seminar in Clinical Nutrition 1 hours of applicable graduate credit from another accredited Spring Semester Clinical Nutrition: Graduation university . Graduate courses must be completed with a “B” or NTR-600 Independent Study 1 Requirements better and approved by the student’s supervisory committee to be NSG-524 Health Promotion in Individuals & Clinical Populations 3 Once admitted into the MS in Clinical Nutrition program, stu- awarded transfer credit . NTR-624 Geriatric Nutrition 2 dents embark on a journey that entails the accumulation of 36 Hours Required for MS Degree: 36

172 173 Master of Science Degree/thesis track Clinical Nutrition/Dietetic • Identify information presented in images from paper, slides, Internship, MS videos and transparencies . Thesis the ProQuest Information and Learning Company . This process • Recognize and assess patient changes in mood, activity, includes the publication of the thesis abstract, the microfilming Combined Master’s Degree/Dietetic Internship Several programs in the College of Health Sciences either cognition, and verbal and nonverbal communication . require or have an option for a thesis project . Completing one’s of the thesis and the copyrighting of the work (approximately The combined MS/Dietetic Internship program is a 20-month thesis is a significant academic accomplishment and acknowl- $150) . In addition, the original copy of the thesis is bound and program that integrates didactic and supervised experience . Use and Interpret edges that the student has conducted an independent scientific becomes a permanent part of the collection of the Library of Students have the option of selecting a thesis or nonthesis • Use and interpret information from assessment techniques/ investigation that will add to the knowledge of his or her field . Rush University Medical Center . The director of the Library of track . Upon completion of the program, the student earns a MS maneuvers . Use and interpret information related to physi- All students are required to have their theses registered with Rush University Medical Center coordinates the process . degree with a major in clinical nutrition, completes an accred- ologic phenomena generated from diagnostic tools . ited dietetic internship and is eligible to take the Registration Motor Examination for Dietitians . • Possess psychomotor skills necessary to provide or assist in Year 1 Credit Hours The dietetic internship is accredited by the Accreditation Council holistic clinical nutrition/dietetic care and perform or assist Fall Semester for Education in Nutrition and Dietetics, the credentialing agency with procedures and treatments . NTR-621 Regulation of Macronutrients & Energy Metabolism in Human Nutrition 3 of the Academy of Nutrition and Dietetics . Contact information: • Practice in a safe manner and appropriately provide clinical CHS-601 Introduction to Biostatistics 2 Accreditation Council for Education in Nutrition and Dietetics nutrition/dietetic care and assessment in emergencies and CHS-605 Introduction to Ethics in Health Care: Interdisciplinary Perspectives 2 Academy of Nutrition and Dietetics life support procedures and perform universal precautions Spring Semester 120 S . Riverside Plaza, Suite 2190 against contamination . CHS-610 Research Methods in the Health Sciences 2 Chicago, IL 60606-6995 Communication NTR-611 Advanced Nutrition Care I 3 (800) 877-1600 ext . 5400 • Communicate effectively and sensitively with patients and www .eatright .org/ACEND NTR-622 Micronutrient, Phytochemicals & Dietary Supplements in Nutrition 3 families . Summer Semester • Communicate effectively with faculty, preceptors and all NTR-691 Nutrition Epidemiology 3 Clinical Nutrition/Dietetic Internship Technical members of the health care team during practicum and other Standards NTR-612 Advanced Nutrition Care II 3 learning experiences . NTR-698 Thesis 2 Rush University is committed to diversity and to attracting and • Accurately elicit information including a medical history and educating students who will make the population of health care Year 2 Credit Hours other information to adequately and effectively evaluate a professionals representative of the national population . Fall Semester population’s, client’s or patient’s condition . NTR-641 Leadership & Management in Dietetics 3 Our core values — Innovation, Collaboration, Accountability, Intellectual Ability NTR-692 Seminar in Clinical Nutrition 1 Respect and Excellence (ICARE) — translate into our work • Measure, calculate, reason, analyze, and synthesize NTR-698 Thesis 2 with all students, including those with disabilities . Rush actively data related to diagnosis and treatment of patients and Spring Semester collaborates with students to develop innovative ways to populations . NSG-524 Health Promotion in Individuals & Clinical Populations 3 ensure accessibility and creates a respectful accountable culture through our confidential and specialized disability support . • Exercise proper judgment and complete responsibilities in a CHS-620 Health Care in America 2 Rush is committed to excellence in accessibility; we encourage timely and accurate manner according to the clinical nutri- NTR-698 Thesis 2 students with disabilities to disclose and seek accommodations . tion/dietetic role . Hours Required for MS Degree: 36 The following technical functions are required of all students • Synthesize information, problem solve, and think critically to enrolled in the Clinical Nutrition/Dietetic Internship program: judge the most appropriate theory, assessment or treatment strategy . Acquire Information Behavioral • Acquire information from demonstrations and experiences in • Maintain mature, sensitive, effective relationships with cli- courses such as lecture, group, and physical demonstrations . ents/patients, families, students, faculty, staff, preceptors and • Acquire information from written documents and computer other professionals under all circumstances . systems (e .g ., literature searches & data retrieval) . • Exercise skills of diplomacy to advocate for patients in need . • Identify information presented in accessible images • Possess emotional stability to function under stress and adapt from paper, slides, videos with audio description, and to rapidly changing environments inherent to the classroom transparencies . and practice settings .

174 175 Character acceptance confirmation fee of $250 is required at this time . Dietetic internship: In order to be eligible to take the registration If a student is not finished in five years, a request for extension • Demonstrate concern for others . This fee is nonrefundable and will be applied to tuition for the exam administered by the Commission on Dietetic Registration, must be made to the Clinical Nutrition Academic Progress and first term . There are two tracks in the Combined MS/Dietetic students must fulfill all requirements of the dietetic internship Promotions committee . If an extension is granted, conditions of • Demonstrate integrity, accountability, interest and motivation . Internship degree: thesis and nonthesis . The students will decide to receive a verification statement . Students must complete all the extension may include additional course work to assure rel- • Demonstrate intent and desire to follow the Rush University during the first semester which track to pursue . Schedules will Dietetic Internship program requirements within 30 months from evancy and currency of knowledge/competence at the master’s and Clinical Nutrition/Dietetic Code of Ethics . vary based on the track selected . the time they began the dietetic internship . level . The technical standards delineated above must be met with MS degree: Students must complete all program requirements Academic Progression or without accommodation . Students who, after review of the Drug Testing within 5 years from matriculation . Any student who expects to technical standards, determine that they require reasonable Students in the Combined MS/Dietetic Internship program are Rush University Medical Center requires that all prospective go beyond the time frame must request an exception to the accommodation to fully engage in the program should contact required to earn grades of “B” or better in NTR-655 and a employees (including dietetic interns) undergo drug testing as a policy in writing to the Clinical Nutrition Academic Progress and the Office of Student Disability Services to confidentially discuss grade of “P” (pass) (equivalent to a grade of “B” or better) in contingency for employment or enrollment . Promotions committee . their accommodation needs . Given the clinical nature of our NTR-650, NTR-651, NTR-652, NTR-653 and NTR-654 . Grades programs, time may be needed to implement the accommoda- Criminal Background Check of “C” or better are required in all other courses . Failure to earn minimum required grades may result in dismissal from tions . Accommodations are never retroactive; therefore, timely All dietetic interns will undergo a criminal background check, Clinical Nutrition: Research Activities the Combined MS/Dietetic Internship program and will result requests are essential and encouraged . To learn more about the purpose of which is to comply with legislation regarding in a performance review by the Clinical Nutrition Academic accommodations at Rush University, please contact: employment in the health care field to assure patient safety . Students have the option of selecting the thesis or nonthesis track . Faculty members of the Department of Clinical Nutrition Progress and Promotions committee . The faculty reserves the Marie Ferro-Lusk, MBA, MSW, LSW are involved in basic and applied clinical nutrition and manage- right to request the withdrawal of any student whose conduct or Manager, Office of Student Disability Services Required Testing for all Applicants ment research . Faculty and students present at professional performance demonstrates lack of fitness for continuance in the Rush University Applicants for the MS/Dietetic Internship degree will need to meetings and publish in peer-reviewed journals . A list of faculty graduate program . 600 S . Paulina St . AAC 440 submit results of the following: and student research presentations and publications can be Chicago, IL 60612 Automatic probation for any student results when a student’s • Graduate Record Examination found at the Clinical Nutrition website at www rushu. rush. edu/. (312) 942-5237 cumulative grade point average (GPA) falls below 3 .0 or when • International applicants – graduates who obtained their nutrition . Marie_S_Ferro-Lusk@rush .edu a student receives a grade of “D” or “F” in any course . The education outside the United States and its territories must Clinical Nutrition Academic Progress and Promotions committee have their academic degree(s) validated as equivalent to the notifies any student placed on probation, states the reason(s) baccalaureate or master’s degree conferred by a regionally for probation and indicates the conditions that must be satisfied Clinical Nutrition: Admission Clinical Nutrition: Service Activities accredited college or university in the United States . These for removal of probation . A student who earns a grade of “D” or Students are required to complete 16 hours of community or Requirements applicants also must submit results of the TOEFL examination “F” in a course, other than those listed above, must repeat the professional service during the program . Students meet this (see College of Health Sciences TOEFL requirements) . course and earn at least a “C ”. A student who earns a grade of Applicants for the Combined Master of Science requirement in a variety of ways including assisting at health “D” or “F” in more than one required course will be dismissed . (MS)/Dietetic Internship fairs; volunteering at the local food pantry; and assisting at local, Full-time students on probation must earn a cumulative GPA All applicants for the Combined MS/Dietetic Internship program state and national professional association meetings . of 3 .0 or greater by the end of the next two consecutive terms . must have earned a baccalaureate degree and have a verifica- Clinical Nutrition: Graduation Part-time students on probation must earn a cumulative GPA of tion statement that represents completion of requirements of Requirements 3 .0 or greater after completing the next three courses (approxi- an accredited Didactic Program in Dietetics (DPD) listed by the Once admitted to the MS/Dietetic Internship in Clinical Nutrition Clinical Nutrition: Academic Policies mately 6 semester hours) . Improvement in the GPA must be Accreditation Council for Education in Nutrition and Dietetics at program, students embark on a journey that entails the accu- The Combined Master of Science (MS)/Dietetic Internship pro- shown in each quarter of probation . www .eatright .org/ACEND . mulation of 67 semester hours for graduation . This includes a gram is offered on a full-time basis only . The program extends minimum of 1200 hours of supervised experience . In order to Application requirements, fees and the application process are over five semesters including the summer term . The supervised College of Health Sciences/Rush University graduate and have the degree conferred, students must: specified on the Department of Clinical Nutrition website at practice experiences must be completed within 30 months . The Academic Policies www .rushu .rush .edu/cndi . • Maintain a cumulative GPA of 3 .0 or greater . didactic and research components of the master’s degree should Academic policies specific to the College of Health Sciences and Contact Diane Sowa, MBA, RD, dietetic internship director, at • Successfully complete all didactic course work . be completed in five semesters; all students must complete Rush University are located in those sections of the catalog . Diane_C_Sowa@rush .edu or 312-942-5212 for questions . • Successfully complete all 1200 hours of supervised course work within five years of matriculation . Rush University experience . requires continuous enrollment through completion of the Students verbally accept the appointment, and the Rush dietetic degree (see Rush University policies for further information) . • Successfully complete all requirements of the thesis/nonthesis internship director will email the student an acceptance letter Students may be allowed to transfer up to 12 semester hours research experience . form that students are required to complete and return . of applicable graduate credit from another accredited university • Pass the Rush University interprofessional course . Once students are accepted into the Dietetic Internship pro- for the MS degree portion . Graduate courses must be completed gram, they are then required to complete the application for • Complete a minimum of 16 contact hours of approved pro- with a B or better and approved by the student’s supervisory Rush University at http://ruapplying .learn .rush edu. . A program fessional or community service . committee to be awarded transfer credit .

176 177 Clinical Nutrition: Master of Science Degree/Dietetic Internship Program (Nonthesis) Curriculum Clinical Nutrition: Master of Science Degree/Dietetic Internship Program (Thesis) Curriculum

Year 1 Credit Hours Year 1 Credit Hours Fall Semester Fall Semester NTR-621 Regulation of Macronutrients & Energy Metabolism in Human Nutrition 3 CHS-601 Introduction to Biostatistics 2 NTR-650 Supervised Experience in Food Systems Management 5 NTR-621 Regulation of Macronutrients & Energy Metabolism in Human Nutrition 3 CHS-601 Introduction to Biostatistics 2 NTR-650 Supervised Experience in Food Systems Management 5 Spring Semester Spring Semester CHS-610 Research Methods in the Health Science 2 NTR-611 Advanced Nutrition Care I 3 NTR-611 Advanced Nutrition Care I 3 CHS-610 Research Methods in the Health Science 2 NTR-622 Micronutrient, Phytochemicals & Dietary Supplements in Nutrition 3 NTR-651 Supervised Experience in Clinical Nutrition I 6 NTR-651 Supervised Experience in Clinical Nutrition I 6 NTR-698 Thesis 3 Summer Semester Summer Semester CHS-605 Introduction to Ethics in Health Care: Interdisciplinary Perspectives 2 NTR-612 Advanced Nutrition Care II 3 NTR-612 Advanced Nutrition Care II 3 NTR-652 Supervised Experience in Clinical Nutrition II 6 NTR-652 Supervised Experience in Clinical Nutrition II 6 NTR-691 Nutrition Epidemiology 3 NTR-691 Nutrition Epidemiology 3 NTR-692 Seminar in Clinical Nutrition 1 NTR-692 Seminar in Clinical Nutrition 1 CHS-605 Introduction to Ethics in Health Care: Interdisciplinary Perspectives 2 Year 2 Credit Hours Year 2 Credit Hours Fall Semester Fall Semester NTR-641 Leadership & Management in Dietetics 3 NTR-613 Advanced Nutrition Care III 2 NTR-653 Supervised Experience in Clinical Nutrition III 6 NTR-613L Advanced Nutrition Care III Lab 1 NTR-613 Advanced Nutrition Care III 2 NTR-641 Leadership & Management in Dietetics 3 NTR-613L Advanced Nutrition Care III Lab 1 NTR-653 Supervised Experience in Clinical Nutrition III 6 NSG-524 Health Promotion in Individuals & Clinical Populations 3 NSG-524 Health Promotion in Individuals & Clinical Populations 3 Spring Semester Spring Semester NTR-624 Geriatric Nutrition 2 NTR-654 Supervised Experience in Clinical Nutrition IV 5 NTR-600 Independent Study 3 NTR-655 Management Project 3 NTR-654 Supervised Experience in Clinical Nutrition IV 5 NTR-698 Thesis 3 NTR-655 Management Project 3 CHS-620 Health Care in America 2 Hours Required for MS Degree: 67 Hours Required for MS Degree: 67

Minimum Required Credits for Degree Minimum required credits for degree: total of 67 semester credits; 36 semester hours in courses; 31 semester hours in supervised experience; NTR-650, NTR-651, NTR-652, NTR-653, NTR-654, NTR-655 Required research core classes: 14 credits; CHS-601, CHS- 610, NTR-691, NTR-692, NTR-698 6 credits Required nutrition core classes: 15 credits; NTR-621, NTR- 611, NTR-612, NTR-641, NSG-524 Selected elective credits: 7 credits

178 179 DEPARTMENT OF COMMUNICATION the academic and clinical education background necessary to The generally applied minimum standards for acceptance into the Communication DISORDERS AND SCIENCES begin the ASHA clinical fellowship year (speech-language pathol- AuD program are a 3 0. undergraduate GPA overall (on a 4 .0 scale) • Communicate effectively and sensitively with patients and ogy) and to meet requirements for certification in audiology or a 3 .5 GPA in major courses . GRE scores (verbal and quantita- families . Communication Disorders and and speech-language pathology . Upon graduation students are tive) above the 50th percentile are recommended . The department • Communicate effectively with faculty, preceptors and all eligible to do the following: Admissions Committee makes all admissions decisions . Sciences: Philosophy members of the health care team during practicum and other The underlying basis for the graduate degree programs in audiol- • Obtain Illinois licensure learning experiences . Technical Standards for the Audiology and ogy and speech-language pathology is the practitioner-teacher • Meet requirements for professional certification in speech- Speech-Language Pathology Programs • Accurately elicit information including a medical history and model, whereby students learn from faculty who have taken language pathology or audiology other information to adequately and effectively evaluate a Rush University is committed to diversity and to attracting and on dual roles as academicians and practitioners . This approach population’s, client’s or patient’s condition . • Meet the requirements for the Illinois Educator License as a educating students who will make the population of health care to professional education helps to bridge the gap that can nonteaching speech-language pathologist . This is under the professionals representative of the national population . Intellectual Ability exist between classroom teaching and clinical service delivery . School Services Personnel category . Eligibility for the Illinois • Measure, calculate, reason, analyze, and synthesize data related Students learn in an environment where teaching, research and Our core values — Innovation, Collaboration, Accountability, Educator License may require adjustment to a student’s didac- to diagnosis and treatment of patients and populations . patient care are integrated . The faculty at Rush have estab- tic or clinical experiences Respect and Excellence (ICARE) — translate into our work with all lished records in clinical service delivery and participate in the students, including those with disabilities . Rush actively collabo- • Exercise proper judgment and complete responsibilities in a clinical process in addition to teaching and research . Students rates with students to develop innovative ways to ensure acces- timely and accurate manner according to the audiology and receive outstanding clinical education experiences with diverse Doctor of Audiology sibility and creates a respectful accountable culture through our speech-language pathology role . patients who present a full range of communicative disorders . confidential and specialized disability support . Rush is committed • Synthesize information, problem solve, and think critically to The Audiology and Speech-Language Pathology programs Audiology Track FS17 AuD to excellence in accessibility; we encourage students with disabili- judge the most appropriate theory, assessment or treatment are accredited by the Council on Academic Accreditation in Communication Disorders and Sciences: ties to disclose and seek accommodations . strategy . Audiology and Speech-Language Pathology (CAA) of the Admission Requirements Behavioral The following technical functions are required of all students American Speech-Language-Hearing Association (ASHA) . Application for admission to the Doctor of Audiology or the enrolled in the Audiology and Speech-Language Pathology • Maintain mature, sensitive, effective relationships with clients/ The programs in audiology and speech-language pathology are Master of Science in Speech-Language Pathology program is programs: patients, families, students, faculty, staff, preceptors and other based on the philosophy that professional education is optimized through a central application system . Refer to the programs’ Web professionals under all circumstances . Acquire Information by drawing upon the patients, health care providers and other pages for more information . The application deadline for both • Exercise skills of diplomacy to advocate for patients in need . programs is January 1 for matriculation the following fall . • Acquire information from demonstrations and experiences in resources of an academic medical center . The resources at Rush • Possess emotional stability to function under stress and adapt courses such as lecture, group, and physical demonstrations . University enrich and enhance faculty and student research to rapidly changing environments inherent to the classroom and Doctor of Audiology and scholarship, and they provide unique opportunities for • Acquire information from written documents and computer practice settings . At the time of application, individuals should have completed systems (e .g ., literature searches & data retrieval) . interprofessional education and collaborations . The clinical skills Character of Rush students are fostered and developed through didactic or be in the process of completing the baccalaureate degree • Identify information presented in accessible images from paper, • Demonstrate concern for others . courses, clinical observation and instruction, and supervision by at accredited institutions . The baccalaureate degree must be slides, videos with audio description, and transparencies . completed before commencing work at Rush University . Students • Demonstrate integrity, accountability, interest and motivation . practitioner-teachers . The department faculty is supplemented • Identify information presented in images from paper, slides, entering the program must have transcript credit for at least one • Demonstrate intent and desire to follow the Rush University by the expertise of physicians, scientists and other health care videos and transparencies . practitioners within Rush University Medical Center . college-level math or statistics course, at least one course in the and Audiology and Speech-Language Pathology Code of Ethics . behavioral/social sciences, at least one course in the biological • Recognize and assess patient changes in mood, activity, cogni- The technical standards delineated above must be met with or Mission Statement sciences and at least one course in the physical sciences . Although tion, and verbal and nonverbal communication . without accommodation . Students who, after review of the techni- not required, the following course work is strongly recommended: Use and Interpret The Department of Communication Disorders & Sciences at cal standards, determine that they require reasonable accommoda- advanced college-level math, research methods, psychology, • Use and interpret information from assessment techniques/ Rush University will provide outstanding graduate education tion to fully engage in the program should contact the Office of and physics . Applicants should check the program Web page for maneuvers . Use and interpret information related to physiologic in audiology and speech-language pathology characterized by Student Disability Services to confidentially discuss their accommo- additional information about prerequisites . phenomena generated from diagnostic tools . the teacher-practitioner model, superior patient care, excellence dation needs . Given the clinical nature of our programs, time may in research and scholarship, and commitment to serve diverse Admission is granted for the fall semester of each year . The Motor be needed to implement the accommodations . Accommodations communities . application file includes a completed application with essay, • Possess psychomotor skills necessary to provide or assist in are never retroactive; therefore, timely requests are essential application fee, three letters of recommendation from individuals holistic Audiology and Speech-Language Pathology care and and encouraged . To learn more about accommodations at Rush Vision Statement acquainted with the applicant’s academic background, official perform or assist with procedures and treatments . University, please contact: The Department of Communication Disorders & Sciences will transcripts from all universities attended and official scores from • Practice in a safe manner and appropriately provide audiol- Marie Ferro-Lusk, MBA, MSW, LSW be recognized as offering the programs of choice for graduate the Graduate Record Examination (GRE) . Applicants whose native ogy and speech-language pathology care and assessment in Manager, Office of Student Disability Services education in audiology and speech-language pathology in the language is not English and who have not obtained a college emergencies and life support procedures and perform universal Rush University United States . degree from a U .S . institution must submit official scores from the precautions against contamination . 600 S . Paulina St . AAC 440 Test of English as a Foreign Language (TOEFL) . Professional Credentialing Chicago, IL 60612 (312) 942-5237 Rush programs in communication disorders and sciences offer

180 181 Communication Disorders and Interrupted Program completion of the comprehensive examination . Audiology and state meetings . Summaries of faculty research and profes- Sciences: Academic Policies Any student who wishes or needs to interrupt his or her pro- students also must complete an Investigative Project . Thesis sional activities are available online at the department’s website . gram must fulfill the following requirements: students must successfully complete the thesis process in lieu of Students are encouraged to participate in the research process, Academic Probation passing a comprehensive examination . including development of hypotheses, data collection, and pre- Academic probation is assigned to a student who earns a Meet with his or her academic advisor and the program director sentation or publication of results . All master’s degree requirements must be completed within semester academic grade point average (GPA) between 2 .5 and to work out a plan of action before leaving the program . 48 months from the beginning of the first semester in which a 2 .99 (A = 4 .0) and/or whose cumulative academic GPA falls Complete all degree requirements within four years (master’s full-time student is enrolled in the program . Requirements for between 2 .5 and 2 .99 at any time . A documented remediation Thesis program) and eight years (doctoral program) of the beginning the doctoral degree must be completed within eight years of plan to address probation will be determined by the student of the first semester in which the full-time student is enrolled in the beginning of the first semester in which a full-time student The faculty’s commitment to research and the belief that an and the student’s academic advisor . A student must earn a the department . is enrolled . Students must complete the number of semester appreciation of scientific endeavors is critical to the clinical semester and cumulative academic GPA of 3 0. or greater at the Follow all appropriate leave of absence/withdrawal procedures hours required by the program . Refer to the Department of process provide the basis for an optional thesis . Many students in end of the semester during which the student is on academic and policies as defined by Rush University . Communication Disorders and Sciences Student Manual for graduate school choose to do a thesis, thereby gaining valuable probation or be placed again on academic probation . A student additional discussion about graduation and degree progression . research experience . A thesis project is databased and may be an who incurs academic probation for the third time will be dis- Academic Appeal and Grievance original or replication study . Often students present the results missed from the program, even if the cumulative academic GPA of their research at a professional meeting or publish results in a is 3 .0 or greater . See the Communications Disorders and Sciences Student Manual for the policy on academic appeal and grievance and Educational Activities professional journal . The thesis project is optional in the speech- A student who earns a grade of “D” or less in a required language pathology curriculum, and students are encouraged to for other policies . The department follows procedures outlined The Department of Communication Disorders and Sciences course must repeat that course or an approved equivalent . In consider choosing this option . The complete thesis policy is found in the College of Health Sciences Student Academic Appeal and provides professional education and training in speech-language a repeated course, the new grade will replace the earlier grade in the Student Manual for the Department of Communication Grievance Procedures . Students who wish to file a complaint pathology and audiology . Its programs are notable in that the in the cumulative academic GPA . Failure to receive a grade of Disorders and Sciences . related to compliance with an accreditation standard may education of speech-language pathologists and audiologists is “C” or better in a repeated course will result in dismissal from contact the Council on Academic Accreditation: enhanced by the opportunities, resources and facilities provided the program . A student who earns a grade of “D” or less in by a world-class academic medical center . In addition to didactic two or more required courses, regardless of the grade earned in Chair, Council on Academic Accreditation in Audiology and Investigative Project and clinical activities, students and faculty participate in journal a repeated course and regardless of the cumulative academic Speech-Language Pathology clubs, rounds and student/faculty development sessions avail- Students enrolled in the Doctor of Audiology program complete GPA, will be dismissed from the program . American Speech-Language-Hearing Association 2200 Research Blvd ., Suite 310 able within the department as well as throughout the medi- the Investigative Project during the third year of the curriculum . A student who earns a semester academic GPA of less than 2 .5 Rockville, MD 20850 cal center . Students and faculty benefit from presentations by The objectives of the Investigative Project are to synthesize a at any point during his or her course of study will be dismissed (800) 498-2071 or (301) 296-5700 distinguished guests who share research and clinical expertise body of literature related to a specific topic in audiology, to from the program . in audiology or speech-language pathology . Special seminars cultivate professional writing skills, to acquire didactic skills and presentations on various health care topics are avail- for dissemination of professional information, and to develop A student who fails to meet the stated criteria for the compre- able to students throughout Rush University Medical Center . organizational and verbal tools needed for professional presenta- hensive examination will Clinical Education Experiences in Faculty members are involved in the education of residents and tions . Ordinarily, the Investigative Project includes three options: Audiology and Speech-Language 1) Evidence-based Practice Systematic Review; 2) Experimental Clinical Probation students in Rush Medical College . Faculty members participate Pathology in grand rounds for various medical specialties and provide in- Project; or 3) Professional/Clinical Project . A complete description Clinical probation is assigned to a student who earns a grade Clinical training occurs throughout the curriculum, including service programs on campus for staff at Rush University Medical of the Investigative Project is found in the Student Manual for the of “C” or below in a clinical practicum, internship or externship . clinical methods course work, patient experiences, and alterna- Center and at the Johnston R . Bowman Health Center . Department of Communication Disorders and Sciences . Students Although the clinical contact hours may be used to meet CFCC tive clinical experiences . Enrollment in each semester of practi- are expected to submit the completed project for presentation at (ASHA) certification requirements, the student is required to cum, internship or externship is contingent upon satisfactory a state or national professional meeting or for publication . repeat the clinical education course before progressing further completion (grade of “B” or better) of the previous semester’s Research Activities in the clinical sequence . A documented remediation plan to clinical education course . Clinical experiences include direct address clinical probation will be determined by the student, Faculty members are involved in interprofessional and transla- and indirect patient care activities across the scope of practice Service Activities the student’s academic advisor and the clinical education tional research in the areas of audiology, hearing science and with diverse populations from all age groups at both on- and manager . Failure to achieve a grade of “B” or higher in any speech-language pathology . Projects include cochlear implant The faculty provides a full range of diagnostic and therapeutic off-campus facilities . subsequent clinical education course will result in dismissal processing, working memory and communication, adult speech services to a large clinical population, both inpatients and outpa- from the program . disorders, dysphagia, neurogenic communication disorders, tients . In addition, faculty and students participate in community language and literacy in children, quality of life and hearing and professional activities on the local, national and international The faculty reserves the right to request the withdrawal of any Graduation Requirements aids, aging and hearing loss, language disorders and second level . Students and faculty participate in health fairs, screenings student whose conduct or performance demonstrates lack of The requirements for the Master of Science degree in speech- language learning, and many other topics related to human and other service activities throughout the year . Faculty provide fitness for continuance in a health profession . Any such student language pathology and the Doctor of Audiology degree include communication and swallowing . Faculty members publish in leadership, editorial and committee service to state and national not voluntarily withdrawing will be dismissed from the program . a cumulative academic GPA of 3 .0 or greater and successful professional journals and present at international, national scientific and professional associations .

182 183 Communication Disorders and Sciences: Audiology Curriculum Year 3 Credit Hours Audiology students who began their studies in Fall 2014 follow students who began their studies in Fall 2016 follow the FQ16 Fall Semester the Track I Curriculum . Audiology students who began their Curriculum, Students who begin their studies in Fall 2017 follow AUD-802 Internship III 3 studies in Fall 2015 follow the Track FQ15 Curriculum . Audiology the FS17 Curriculum . AUD-642 Amplification Seminar 1 Track FS17 Curriculum AUD-673 Practice Management Across Settings 2 AUD-682 Investigative Project Planning Seminar 2 Year 1 Credit Hours CHS-501 Introduction to Biostatistics for the Health Scientist 3 Fall Semester Spring Semester AUD-602 Anatomy & Physiology of Hearing & Balance 3 AUD-803 Internship IV 4 AUD-606 Neuroscience 3 AUD-683 Investigative Project 3 AUD-613 Acoustics and Psychoacoustics 2 Summer Semester AUD-621 Clinical Methods in Audiology 2 AUD-850 Externship I 7 AUD-622 Clinical Observation in Audiology 1 Year 4 Credit Hours AUD-623 Audiologic Assessment 3 Fall Semester Spring Semester AUD-851 Externship II 7 AUD-607 Pathophysiology 3 Spring Semester AUD-614 Acoustic Phonetics and Speech Perception 2 AUD-852 Externship III 7 AUD-640 Basic Amplification 2 AUD-650 Vestibular Assessment and Rehabilitation 3 AUD-690 Clinical Practicum I 1 Audiology: Track FQ15, AuD application file includes a completed application with essay, CHS-502 Research Methods 3 application fee, three letters of recommendation from individuals Audiology students who began their studies on or after fall 2012 Summer Semester acquainted with the applicant’s academic background, official through 2014 will follow the Track I or Track II curricula . AUD-611 Embryology and Genetics of the Auditory System 1 transcripts from all universities attended and official scores from AUD-630 Electrophysiologic Assessment of the Auditory System I 3 Audiology students who began their studies in fall 2015 will the Graduate Record Examination (GRE) . Applicants whose AUD-660 Pediatric Audiology 2 follow the Track FQ15 curriculum . native language is not English and who have not obtained a college degree from a U .S . institution must submit official scores AUD-691 Clinical Practicum II 1 Communication Disorders and Sciences: CDS-576 Issues in Counseling 2 from the Test of English as a Foreign Language (TOEFL) . Admission Requirements Year 2 Credit Hours The generally applied minimum standards for acceptance into Application for admission to the Doctor of Audiology or the Fall Semester the AuD program are a 3 .0 undergraduate GPA overall (on a Master of Science in Speech-Language Pathology program is AUD-592 Grand Rounds 1 4 .0 scale) or a 3 5. GPA in major courses . GRE scores (verbal through a central application system . Refer to the programs’ AUD-615 Pharmacology 2 and quantitative) above the 50th percentile are recommended . Web pages for more information . The application deadline for AUD-637 Electrophysiologic Assessment of the Auditory System II 2 The department Admissions Committee makes all admissions both programs is January 1 for matriculation the following fall . AUD-641 Adult Amplification 3 decisions . AUD-645 Adult and Geriatric Rehabilitative Audiology 3 Doctor of Audiology (AuD) AUD-692 Clinical Practicum III 1 Technical Standards for the Audiology and At the time of application, individuals should have completed Spring Semester Speech-Language Pathology Programs or be in the process of completing the baccalaureate degree AUD-651 Vestibular Seminar 1 at accredited institutions . The baccalaureate degree must be Rush University is committed to diversity and to attracting and AUD-663 Pediatric Amplification and Habilitation 2 completed before commencing work at Rush University . Students educating students who will make the population of health care AUD-664 Educational Audiology 2 entering the program must have transcript credit for at least one professionals representative of the national population . AUD-665 Auditory Implants 2 college-level math course, at least one course in the behavioral/ Our core values — Innovation, Collaboration, Accountability, AUD-672 Seminar in Current Professional Issues 1 social sciences, at least one course in the biological sciences Respect and Excellence (ICARE) — translate into our work with AUD-800 Internship I 3 and at least one course in the physical sciences . Although not all students, including those with disabilities . Rush actively col- AUD-592 Grand Rounds 1 required, the following course work is strongly recommended: laborates with students to develop innovative ways to ensure Summer Semester advanced college-level math, research methods, psychology, accessibility and creates a respectful accountable culture through AUD-667 Auditory Processing 2 and physics . Applicants should check the program Web page for our confidential and specialized disability support . Rush is com- AUD-670 Hearing Conservation 2 additional information about prerequisites . mitted to excellence in accessibility; we encourage students with AUD-671 Seminar in Supervision & Mentorship 1 Admission is granted for the fall quarter of each year . The disabilities to disclose and seek accommodations . AUD-801 Internship II 3 CHS-605 Introduction to Ethics in Health Care: Interdisciplinary Perspectives 2

184 185 The following technical functions are required of all students judge the most appropriate theory, assessment or treatment to address probation will be determined by the student and Complete all degree requirements within four years (master’s enrolled in the Audiology and Speech-Language Pathology strategy . the student’s academic advisor and documented . A student program) and eight years (doctoral program) of the beginning of programs: Behavioral must earn a quarterly and cumulative academic GPA of 3 .0 or the first quarter in which the full-time student is enrolled in the greater at the end of the quarter during which the student is on department . Acquire Information • Maintain mature, sensitive, effective relationships with cli- academic probation or be placed again on academic probation . ents/patients, families, students, faculty, staff, preceptors and Follow all appropriate leave of absence/withdrawal procedures • Acquire information from demonstrations and experiences in A student who incurs academic probation for the third time will other professionals under all circumstances . and policies as defined by Rush University . courses such as lecture, group, and physical demonstrations . be dismissed from the program, even if the cumulative academic • Acquire information from written documents and computer • Exercise skills of diplomacy to advocate for patients in need . GPA is 3 .0 or greater . Academic Appeal and Grievance systems (e .g ., literature searches & data retrieval) . • Possess emotional stability to function under stress and adapt A student who earns a grade of “D” or less in a required See the Communications Disorders and Sciences Student • Identify information presented in accessible images to rapidly changing environments inherent to the classroom course must repeat that course or an approved equivalent . In Manual for the policy on academic appeal and grievance and from paper, slides, videos with audio description, and and practice settings . a repeated course, the new grade will replace the earlier grade for other policies . The department follows procedures outlined transparencies . Character in the cumulative academic GPA . Failure to receive a grade of in the College of Health Sciences Student Academic Appeal and • Identify information presented in images from paper, slides, • Demonstrate concern for others . “C” or better in a repeated course will result in dismissal from Grievance Procedures . Students who wish to file a complaint videos and transparencies . • Demonstrate integrity, accountability, interest and motivation . the program . A student who earns a grade of “D” or less in related to compliance with an accreditation standard may con- two or more required courses, regardless of the grade earned in • Recognize and assess patient changes in mood, activity, • Demonstrate intent and desire to follow the Rush University tact the Council on Academic Accreditation: a repeated course and regardless of the cumulative academic cognition, and verbal and nonverbal communication . and Audiology and Speech-Language Pathology Code of GPA, will be dismissed from the program . Chair, Council on Academic Accreditation in Audiology and Use and Interpret Ethics . Speech-Language Pathology • Use and interpret information from assessment techniques/ The technical standards delineated above must be met with A student who earns a quarterly academic GPA of less than 2 5. American Speech-Language-Hearing Association maneuvers . Use and interpret information related to physi- or without accommodation . Students who, after review of the at any point during his or her course of study will be dismissed 2200 Research Blvd ,. Suite 310 ologic phenomena generated from diagnostic tools . technical standards, determine that they require reasonable from the program . Rockville, MD 20850 (800) 498-2071 or (301) 296-5700 Motor accommodation to fully engage in the program should contact A student who fails to meet the stated criteria for the compre- the Office of Student Disability Services to confidentially discuss hensive examination will be dismissed from the program . • Possess psychomotor skills necessary to provide or assist in their accommodation needs . Given the clinical nature of our holistic audiology and speech-language pathology care and A cumulative academic GPA of 3 .0 or greater is required for programs, time may be needed to implement the accommoda- Clinical Education Experiences in perform or assist with procedures and treatments . graduation . tions . Accommodations are never retroactive; therefore, timely Audiology and Speech-Language • Practice in a safe manner and appropriately provide audiol- requests are essential and encouraged . To learn more about Clinical Probation Pathology ogy and speech-language pathology care and assessment accommodations at Rush University, please contact: in emergencies and life support procedures and perform Clinical probation is assigned to a student who earns a grade Clinical training occurs throughout the curriculum, including universal precautions against contamination . Marie Ferro-Lusk, MBA, MSW, LSW of “C” or less in a clinical practicum, internship or externship . both patient experiences and clinical methods course work . Manager, Office of Student Disability Services Although the clinical contact hours may be used to meet CFCC Enrollment in each quarter of practicum, internship or externship Communication Rush University (ASHA) certification requirements, the student is required to is contingent upon satisfactory completion (grade “B” or bet- • Communicate effectively and sensitively with patients and 600 S . Paulina St . AAC 440 repeat the clinical education course before progressing further ter) of the previous quarter’s clinical education course . Clinical families . Chicago, IL 60612 in the clinical sequence . A remediation plan to address clini- experiences include direct and indirect patient care activities • Communicate effectively with faculty, preceptors and all (312) 942-5237 cal probation will be determined by the student, the student’s across the scope of practice with diverse populations from all members of the health care team during practicum and other Marie_S_Ferro-Lusk@rush .edu academic advisor and the clinical education manager and will age groups at both on- and off-campus facilities . learning experiences . be documented . Failure to achieve a grade of “B” or higher in • Accurately elicit information including a medical history and any subsequent clinical education course will result in dismissal other information to adequately and effectively evaluate a Communication Disorders and from the program . Graduation Requirements population’s, client’s or patient’s condition . Sciences: Academic Policies The faculty reserves the right to request the withdrawal of any The requirements for the Master of Science degree in speech- Intellectual Ability The Academic Resources and Policies section of this catalog student whose conduct or performance demonstrates lack of language pathology and the Doctor of Audiology degree include • Measure, calculate, reason, analyze, and synthesize contains Rush University academic policies . fitness for continuance in a health profession . Any such student a cumulative academic GPA of 3 .0 or greater and successful data related to diagnosis and treatment of patients and not voluntarily withdrawing will be dismissed from the program . completion of the comprehensive examination . Audiology populations . Academic Probation Interrupted Program students also must complete their Investigative Project . Thesis • Exercise proper judgment and complete responsibilities in a Academic probation is assigned to a student who earns a Any student who wishes or needs to interrupt his or her pro- students must successfully complete the thesis process in lieu of timely and accurate manner according to the audiology and quarterly academic grade point average (GPA) between 2 .5 gram must fulfill the following requirements: passing a comprehensive examination . speech-language pathology role . and 2 .99 (A = 4 .0) and/or whose cumulative academic GPA Meet with his or her academic advisor and the program director All master’s degree requirements must be completed within • Synthesize information, problem solve, and think critically to falls between 2 .5 and 2 .99 at any time . A remediation plan to work out a plan of action before leaving the program . 48 months from the beginning of the first quarter in which a

186 187 full-time student is enrolled in the program . Requirements for Thesis Communication Disorders and Sciences: Audiology Curriculum the doctoral degree must be completed within eight years of The faculty’s commitment to research and the belief that an Audiology students who began their studies on or after fall alternates between these two tracks . Audiology students who the beginning of the first quarter in which a full-time student appreciation of scientific endeavors is critical to the clinical 2012 through 2014 will follow the Audiology: Track I, AuD began their studies in fall 2015 will follow the Track FQ15 is enrolled . Students must complete the number of quarter process provide the basis for an optional thesis . Many students or Audiology: Track II, AuD curricula . The program of study curriculum . hours required by the program . Refer to the Department of in graduate school choose to do a thesis, thereby gaining valu- Communication Disorders and Sciences Student Manual for able research experience . A thesis project is databased and may Track Q15 Curriculum additional discussion about graduation and degree progression . be an original or replication study . Often students present the Year 3 Credit Hours results of their research at a professional meeting or publish Fall Semester results in a professional journal . The thesis project is optional Educational Activities CHS-501 Introduction to Biostatistics for the Health Scientist 3 in the speech-language pathology curriculum, and students CDS-673 Clinical Operations & Practice Management 2 The Department of Communication Disorders and Sciences are encouraged to consider choosing this option . Audiology CDS-802 Transition Internship III 3 provides professional education and training in speech-language students have the opportunity to complete a thesis in lieu of CDS-592 Applied Topics 1 pathology and audiology . Its programs are notable in that the the Investigative Project . The complete thesis policy is found CDS-642 Adv . Topics in Amplification 1 education of speech-language pathologists and audiologists is in the Student Manual for the Department of Communication Spring Semester enhanced by the opportunities, resources and facilities pro- Disorders and Sciences . CDS-671 Seminar in Supervision 1 vided by a world-class academic medical center . In addition to CDS-683 Investigative Project 3 didactic and clinical activities, students and faculty participate in CDS-803 Transition Internship IV 5 journal clubs, rounds and student/faculty development sessions . Investigative Project Summer Semester Students and faculty benefit from presentations by distinguished Students enrolled in the Doctor of Audiology program complete AUD-850 Externship I 7 guests who share research and clinical expertise in audiology the Investigative Project during the third year of the curriculum . Year 4 Credit Hours or speech-language pathology . Special seminars and presenta- The objectives of the Investigative Project are to synthesize a tions on various health care topics are available to students Fall Semester body of literature related to a specific topic in audiology, to throughout Rush University Medical Center . Faculty members CDS-851 Externship 7 cultivate professional writing skills, to acquire didactic skills for are involved in the education of residents and students in Rush Spring Semester dissemination of professional information and to develop orga- Medical College . Faculty members participate in grand rounds CDS-852 Externship 7 nizational and verbal tools needed for professional presenta- for various medical specialties and provide in-service programs Hours Required for AuD Degree: 166 tions . Ordinarily, the Investigative Project includes three options: on campus for staff at Rush University Medical Center and at 1) Evidence-based Practice Systematic Review; 2) Experimental the Johnston R . Bowman Health Center . Project; or 3) Professional/Clinical Project . A complete descrip- Audiology: Track FQ16, AuD be completed before commencing work at Rush University . tion of the Investigative Project is found in the Student Manual Students entering the program must have transcript credit for at Audiology students who began their studies on or after Fall for the Department of Communication Disorders and Sciences . least one college-level math course, at least one course in the Research Activities 2012 through 2014 will follow the Track I or Track II curricula . Students are expected to submit the completed project for behavioral/social sciences, at least one course in the biologi- Faculty members are involved in interprofessional and transla- presentation at a state or national professional meeting or for Audiology students who began their studies in Fall 2015 will cal sciences and at least one course in the physical sciences . tional research in the areas of audiology, hearing science and publication . follow the Track FQ15 curriculum . Although not required, the following course work is strongly speech-language pathology . Projects include cochlear implant recommended: advanced college-level math, research methods, Audiology students who began their studies in Fall 2016 will processing, working memory and communication, adult speech psychology and physics . Applicants should check the program follow the Track FQ16 curriculum . disorders, dysphagia, neurogenic communication disorders, Service Activities Web page, http://www rushu. .rush edu/college-health-sciences/. language and literacy in children, quality of life and hearing academic-programs/doctor-audiology, for additional information The faculty provides a full range of diagnostic and therapeu- Communication Disorders and Sciences: aids, aging and hearing loss, and many other topics related to about prerequisites . tic services to a large clinical population, both inpatients and Admission Requirements human communication . Faculty members publish in professional outpatients . In addition, faculty and students participate in Application for admission to the Doctor of Audiology or the Admission is granted for the fall quarter of each year . The journals and present at international, national and state meet- community and professional activities on the local, national and Master of Science in Speech-Language Pathology Program is application file includes a completed application with essay, ings . Summaries of faculty research and professional activities international level . Students and faculty participate in health through a central application system . Refer to the programs’ application fee, three letters of recommendation from individu- are available online at the department’s website . Students are fairs, screenings and other service activities throughout the year . Web pages for more information . The application deadline for als acquainted with the applicant’s academic background, offi- encouraged to participate in the research process, including Faculty provide leadership, editorial and committee service to both programs is Jan . 1 for matriculation the following fall . cial transcripts from all universities attended and official scores development of hypotheses, data collection, and presentation or state and national scientific and professional associations . from the Graduate Record Examination (GRE) . Applicants whose publication of results . Doctor of Audiology native language is not English and who have not obtained a At the time of application, individuals should have completed college degree from a U .S . institution must submit official scores or be in the process of completing baccalaureate degrees from the Test of English as a Foreign Language (TOEFL) . at accredited institutions . The baccalaureate degree must

188 189 The generally applied minimum standards for acceptance into • Communicate effectively with faculty, preceptors and all Communication Disorders and subsequent clinical education course will result in dismissal from the AuD program are a 3 .0 undergraduate GPA overall (on a 4 .0 members of the health care team during practicum and other Sciences: Academic Policies the program . scale) or a 3 5. GPA in major courses . GRE scores (verbal and learning experiences . The faculty reserves the right to request the withdrawal of any quantitative) above the 50th percentile are recommended . The The Academic Resources and Policies section of this catalog • Accurately elicit information including a medical history and student whose conduct or performance demonstrates lack of department admissions committee makes all admissions decisions . contains Rush University academic policies . other information to adequately and effectively evaluate a fitness for continuance in a health profession . Any such student population’s, client’s or patient’s condition . The following probation information is governed by the not voluntarily withdrawing will be dismissed from the program . Technical Standards for the Audiology and Academic Progression Committee . Speech-Language Pathology Programs Intellectual Ability • Measure, calculate, reason, analyze, and synthesize Interrupted Program Rush University is committed to diversity and to attracting and Academic Probation data related to diagnosis and treatment of patients and Any student who wishes or needs to interrupt his or her pro- educating students who will make the population of health care populations . Academic probation is assigned to a student who earns a quar- gram must fulfill the following requirements: professionals representative of the national population . terly academic grade point average (GPA) between 2 .5 and 2 .99 • Exercise proper judgment and complete responsibilities in a Our core values — Innovation, Collaboration, Accountability, (A = 4 .0) or whose cumulative academic GPA falls between 2 .5 Meet with his or her academic advisor and the program director timely and accurate manner according to the audiology and Respect and Excellence (ICARE) — translate into our work with all and 2 .99 at any time . A remediation plan to address probation to work out a plan of action before leaving the program . speech-language pathology role . students, including those with disabilities . Rush actively collabo- will be determined by the student and the student’s academic Complete all degree requirements within four years (master’s • Synthesize information, problem solve, and think critically to rates with students to develop innovative ways to ensure acces- advisor and documented . A student must earn a quarterly and program) and eight years (doctoral program) of the beginning of judge the most appropriate theory, assessment or treatment sibility and creates a respectful accountable culture through our cumulative academic GPA of 3 .0 or greater at the end of the the first quarter in which the full-time student is enrolled in the strategy . confidential and specialized disability support . Rush is committed quarter during which the student is on academic probation or department . to excellence in accessibility; we encourage students with disabili- Behavioral be placed again on academic probation . A student who incurs Follow all appropriate leave of absence/withdrawal procedures ties to disclose and seek accommodations . • Maintain mature, sensitive, effective relationships with clients/ academic probation for the third time will be dismissed from the and policies as defined by Rush University . The following technical functions are required of all students patients, families, students, faculty, staff, preceptors and other program, even if the cumulative academic GPA is 3 .0 or greater . professionals under all circumstances . enrolled in the Audiology and Speech-Language Pathology A student who earns a grade of D or less in a required course Academic Appeal and Grievance • Exercise skills of diplomacy to advocate for patients in need . programs: must repeat that course or an approved equivalent . In a See the Communication Disorders and Sciences Student Manual Acquire Information • Possess emotional stability to function under stress and adapt repeated course, the new grade will replace the earlier grade in for the policy on academic appeal and grievance and for other to rapidly changing environments inherent to the classroom • Acquire information from demonstrations and experiences in the cumulative academic GPA . Failure to receive a grade of C or policies . The department follows procedures outlined in the and practice settings . courses such as lecture, group, and physical demonstrations . better in a repeated course will result in dismissal from the pro- College of Health Sciences Student Academic Appeal and Character gram . A student who earns a grade of D or less in two or more • Acquire information from written documents and computer Grievance Procedures . Students who wish to file a complaint required courses, regardless of the grade earned in a repeated systems (e .g ., literature searches & data retrieval) . • Demonstrate concern for others . related to compliance with an accreditation standard may con- course and regardless of the cumulative academic GPA, will be tact the Council on Academic Accreditation: • Identify information presented in accessible images from paper, • Demonstrate integrity, accountability, interest and motivation . dismissed from the program . slides, videos with audio description, and transparencies . • Demonstrate intent and desire to follow the Rush University Chair, Council on Academic Accreditation in Audiology and • Identify information presented in images from paper, slides, and Audiology and Speech-Language Pathology Code of A student who earns a quarterly academic GPA of less than 2 5. Speech-Language Pathology videos and transparencies . Ethics . at any point during his or her course of study will be dismissed American Speech-Language-Hearing Association from the program . • Recognize and assess patient changes in mood, activity, cogni- The technical standards delineated above must be met with 2200 Research Blvd ,. Suite 310 tion, and verbal and nonverbal communication . or without accommodation . Students who, after review of the A student who fails to meet the stated criteria for the compre- Rockville, MD 20850 Phone: (800) 498-2071 or (301) 296-5700 Use and Interpret technical standards, determine that they require reasonable hensive examination will be dismissed from the program . accommodation to fully engage in the program should contact • Use and interpret information from assessment techniques/ A cumulative academic GPA of 3 .0 or greater is required for the Office of Student Disability Services to confidentially discuss maneuvers . Use and interpret information related to physiologic graduation . their accommodation needs . Given the clinical nature of our pro- phenomena generated from diagnostic tools . Clinical Education Experiences in grams, time may be needed to implement the accommodations . Motor Clinical Probation Audiology and Speech-Language Accommodations are never retroactive; therefore, timely requests pathology • Possess psychomotor skills necessary to provide or assist in are essential and encouraged . To learn more about accommoda- Clinical probation is assigned to a student who earns a grade holistic audiology and speech-language pathology care and tions at Rush University, please contact: of C or less in a clinical practicum, internship or externship . Clinical training occurs throughout the curriculum, including perform or assist with procedures and treatments . Although the clinical contact hours may be used to meet CFCC both patient experiences and clinical methods course work . Marie Ferro-Lusk, MBA, MSW, LSW • Practice in a safe manner and appropriately provide audiol- (ASHA) certification requirements, the student is required to Enrollment in each quarter of practicum, internship or externship Manager, Office of Student Disability Services ogy and speech-language pathology care and assessment in repeat the clinical education course before progressing further is contingent upon satisfactory completion (grade “B” or bet- Rush University emergencies and life support procedures and perform universal in the clinical sequence . A remediation plan to address clini- ter) of the previous quarter’s clinical education course . Clinical 600 S . Paulina St . AAC 440 precautions against contamination . cal probation will be determined by the student, the student’s experiences include direct and indirect patient care activities Chicago, IL 60612 academic advisor and the clinical education manager and will across the scope of practice with diverse populations from all Communication (312) 942-5237 be documented . Failure to achieve a grade of B or higher in any age groups at both on- and off-campus facilities . • Communicate effectively and sensitively with patients and Marie_S_Ferro-Lusk@rush .edu families .

190 191 Graduation Requirements journals and present at international, national and state meetings . Communication Disorders and Sciences: Audiology Curriculum Summaries of faculty research and professional activities are avail- Track Q16 Curriculum The requirements for the Master of Science degree in speech- able online at the department’s website . Students are encouraged language pathology and the Doctor of Audiology degree include Year 2 Credit Hours to participate in the research process, including development of a cumulative academic GPA of 3 .0 or greater and successful hypotheses, data collection, and presentation or publication of Fall Semester completion of the comprehensive examination . Audiology results . CHS-501 Introduction to Biostatistics for the Health Scientist 3 students also must complete their Investigative Project . Thesis CDS-592 Applied Topics 1 students must successfully complete the thesis process in lieu of CDS-615 Pharmacology 2 passing a comprehensive examination . Investigative Project CDS-630 Electrophysiology 3 All master’s degree requirements must be completed within Students enrolled in the Doctor of Audiology program complete CDS-665 Auditory Implants 2 48 months from the beginning of the first quarter in which a the Investigative Project during the third year of the curriculum . CDS-692 Transition Practicum III & IV 4 full-time student is enrolled in the program . Requirements for The objectives of the Investigative Project are to synthesize a Spring Semester the doctoral degree must be completed within eight years of body of literature related to a specific topic in audiology, to CDS-574 Transition Counseling 1 the beginning of the first quarter in which a full-time student cultivate professional writing skills, to acquire didactic skills for CDS-637 Advanced Electrophysiology 1 is enrolled . Students must complete the number of quarter dissemination of professional information and to develop orga- CDS-641 Adult Amplification 3 hours required by the program . Refer to the Department of nizational and verbal tools needed for professional presenta- CDS-645 Adult & Geriatric Rehabilitative Audiology 3 Communication Disorders and Sciences Student Manual for tions . Ordinarily, the Investigative Project includes three options: CDS-664 Educational Audiology 2 additional discussion about graduation and degree progression . 1) Evidence-based Practice Systematic Review; 2) Experimental CDS-800 Transition Internship I 3 Project; or 3) Professional/Clinical Project . A complete description of the Investigative Project is found in the Student Manual for the Summer Semester Educational Activities Department of Communication Disorders and Sciences . Students CDS-663 Pediatric Amplification and Habilitation 2 The Department of Communication Disorders and Sciences are expected to submit the completed project for presentation at a CDS-667 Auditory Processing 1 provides professional education and training in speech-language state or national professional meeting or for publication . CDS-672 Seminar in Career Topics pathology and audiology . Its programs are notable in that the CDS-682 Investigative Project Planning Seminar 1 education of speech-language pathologists and audiologists is CDS-801 Transition Internship II 3 enhanced by the opportunities, resources and facilities pro- Thesis CDS-651 Vestibular Assessment and Rehabilitation II 1 vided by a world-class academic medical center . In addition to The faculty’s commitment to research and the belief that an CHS-510 Health Care in America: An Overview for Health Professions for Students 2 didactic and clinical activities, students and faculty participate in appreciation of scientific endeavors is critical to the clinical Year 3 Credit Hours journal clubs, rounds and student/faculty development sessions . process provide the basis for an optional thesis . Many students in Fall Semester Students and faculty benefit from presentations by distinguished graduate school choose to do a thesis, thereby gaining valuable CDS-592 Applied Topics 1 guests who share research and clinical expertise in audiology research experience . A thesis project is databased and may be an CDS-642 Adv . Topics in Amplification 1 or speech-language pathology . Special seminars and presenta- original or replication study . Often students present the results CDS-659 Seminar in Tinnitus Assessment & Management 1 tions on various health care topics are available to students of their research at a professional meeting or publish results in a CDS-670 Hearing Conservation 2 throughout Rush University Medical Center . Faculty members professional journal . The thesis project is optional in the speech- are involved in the education of residents and students in Rush language pathology curriculum, and students are encouraged CDS-673 Clinical Operations & Practice Management 2 Medical College . Faculty members participate in grand rounds to consider choosing this option . Audiology students have the CDS-802 Transition Internship III 3 for various medical specialties and provide in-service programs opportunity to complete a thesis in lieu of the Investigative Project . Spring Semester on campus for staff at Rush University Medical Center and at The complete thesis policy is found in the Student Manual for the CDS-671 Seminar in Supervision 1 the Johnston R . Bowman Health Center . Department of Communication Disorders and Sciences . CDS-683 Investigative Project 3 CDS-803 Transition Internship IV 5 Research Activities Summer Semester Service Activities CDS-850 Transition Externship I 7 Faculty members are involved in interprofessional and transla- The faculty provides a full range of diagnostic and therapeutic Year 4 Credit Hours tional research in the areas of audiology, hearing science and services to a large clinical population, both inpatients and outpa- Fall Semester speech-language pathology . Projects include cochlear implant tients . In addition, faculty and students participate in community CDS-851 Externship 7 processing, working memory and communication, adult speech and professional activities on the local, national and international Spring Semester disorders, dysphagia, neurogenic communication disorders, level . Students and faculty participate in health fairs, screenings CDS-852 Externship 7 language and literacy in children, quality of life and hearing and other service activities throughout the year . Faculty provide aids, aging and hearing loss, and many other topics related to leadership, editorial and committee service to state and national human communication . Faculty members publish in professional scientific and professional associations .

192 193 Audiology: Track I, AuD Technical Standards for the Audiology and Use and Interpret The technical standards delineated above must be met with • Use and interpret information from assessment techniques/ or without accommodation . Students who, after review of the Audiology students who began their studies on or after fall Speech-Language Pathology Programs maneuvers . Use and interpret information related to physi- technical standards, determine that they require reasonable 2012 through 2014 will follow the Track I or Track II curricula . Rush University is committed to diversity and to attracting and accommodation to fully engage in the program should contact educating students who will make the population of health care ologic phenomena generated from diagnostic tools . the Office of Student Disability Services to confidentially discuss Audiology students who began their studies in fall 2015 will professionals representative of the national population . Motor their accommodation needs . Given the clinical nature of our follow the Track FQ15 curriculum . Our core values — Innovation, Collaboration, Accountability, • Possess psychomotor skills necessary to provide or assist in programs, time may be needed to implement the accommoda- Respect and Excellence (ICARE) — translate into our work holistic audiology and speech-language pathology care and tions . Accommodations are never retroactive; therefore, timely Communication Disorders and Sciences: with all students, including those with disabilities . Rush actively perform or assist with procedures and treatments . requests are essential and encouraged . To learn more about Admission Requirements collaborates with students to develop innovative ways to • Practice in a safe manner and appropriately provide audiol- accommodations at Rush University, please contact: Application for admission to the Doctor of Audiology or the ensure accessibility and creates a respectful accountable culture ogy and speech-language pathology care and assessment Marie Ferro-Lusk, MBA, MSW, LSW Master of Science in Speech-Language Pathology program is through our confidential and specialized disability support . in emergencies and life support procedures and perform Manager, Office of Student Disability Services through a central application system . Refer to the programs’ Rush is committed to excellence in accessibility; we encourage universal precautions against contamination . Rush University Web pages for more information . The application deadline for students with disabilities to disclose and seek accommodations . Communication 600 S . Paulina St . AAC 440 both programs is January 1 for matriculation the following fall . The following technical functions are required of all students • Communicate effectively and sensitively with patients and Chicago, IL 60612 enrolled in the Audiology and Speech-Language Pathology Doctor of Audiology (AuD) families . (312) 942-5237 programs: Marie_S_Ferro-Lusk@rush .edu At the time of application, individuals should have completed • Communicate effectively with faculty, preceptors and all or be in the process of completing the baccalaureate degree at Rush University is committed to diversity and to attracting and members of the health care team during practicum and other accredited institutions . The baccalaureate degree must be com- educating students who will make the population of health care learning experiences . Communication Disorders and professionals representative of the national population . pleted before commencing work at Rush University . Students • Accurately elicit information including a medical history and Sciences: Academic Policies entering the program must have transcript credit for at least one Our core values — Innovation, Collaboration, Accountability, other information to adequately and effectively evaluate a The Academic Resources and Policies section of this catalog college-level math course, at least one course in the behavioral/ Respect and Excellence (ICARE) — translate into our work population’s, client’s or patient’s condition . contains Rush University academic policies . social sciences, at least one course in the biological sciences with all students, including those with disabilities . Rush actively Intellectual Ability and at least one course in the physical sciences . Although not collaborates with students to develop innovative ways to • Measure, calculate, reason, analyze, and synthesize Academic Progression required, the following course work is strongly recommended: ensure accessibility and creates a respectful accountable culture data related to diagnosis and treatment of patients and Academic probation is assigned to a student who earns a quar- advanced college-level math, research methods, psychology, through our confidential and specialized disability support . populations . terly academic grade point average (GPA) between 2 .5 and 2 .99 and physics . Applicants should check the program Web page for Rush is committed to excellence in accessibility; we encourage • Exercise proper judgment and complete responsibilities in a (A = 4 .0) and/or whose cumulative academic GPA falls between additional information about prerequisites . students with disabilities to disclose and seek accommodations . timely and accurate manner according to the audiology and 2 .5 and 2 .99 at any time . A remediation plan to address proba- Admission is granted for the fall quarter of each year . The appli- The following technical functions are required of all students speech-language pathology role . tion will be determined by the student and the student’s aca- cation file includes a completed application with essay, appli- enrolled in the Audiology and Speech-Language Pathology • Synthesize information, problem solve, and think critically to demic advisor and documented . A student must earn a quarterly cation fee, three letters of recommendation from individuals programs: judge the most appropriate theory, assessment or treatment and cumulative academic GPA of 3 .0 or greater at the end of acquainted with the applicant’s academic background, official the quarter during which the student is on academic probation Acquire Information strategy . transcripts from all universities attended and official scores from or be placed again on academic probation . A student who incurs Behavioral the Graduate Record Examination (GRE) . Applicants whose • Acquire information from demonstrations and experiences in academic probation for the third time will be dismissed from the native language is not English and who have not obtained a courses such as lecture, group, and physical demonstrations . • Maintain mature, sensitive, effective relationships with cli- program, even if the cumulative academic GPA is 3 .0 or greater . college degree from a U .S . institution must submit official scores • Acquire information from written documents and computer ents/patients, families, students, faculty, staff, preceptors and A student who earns a grade of “D” or less in a required from the Test of English as a Foreign Language (TOEFL) . systems (e .g ., literature searches & data retrieval) . other professionals under all circumstances . course must repeat that course or an approved equivalent . In • Exercise skills of diplomacy to advocate for patients in need . The generally applied minimum standards for acceptance into • Identify information presented in accessible images a repeated course, the new grade will replace the earlier grade the AuD program are a 3 .0 undergraduate GPA overall (on a from paper, slides, videos with audio description, and • Possess emotional stability to function under stress and adapt in the cumulative academic GPA . Failure to receive a grade of 4 .0 scale) or a 3 .5 GPA in major courses . GRE scores (Verbal transparencies . to rapidly changing environments inherent to the classroom “C” or better in a repeated course will result in dismissal from and Quantitative) above the 50th percentile are recommended . • Identify information presented in images from paper, slides, and practice settings . the program . A student who earns a grade of “D” or less in The department Admissions Committee makes all admissions video, and transparencies . Character two or more required courses, regardless of the grade earned in decisions . • Recognize and assess patient changes in mood, activity, • Demonstrate concern for others . a repeated course and regardless of the cumulative academic GPA, will be dismissed from the program . cognition, and verbal and nonverbal communication . • Demonstrate integrity, accountability, interest and motivation . • Demonstrate intent and desire to follow the Rush University A student who earns a quarterly academic GPA of less than 2 .5 and Audiology and Speech-Language Pathology Code of at any point during his or her course of study will be dismissed Ethics . from the program .

194 195 A student who fails to meet the stated criteria for the compre- Clinical Education Experiences in are involved in the education of residents and students in Rush dissemination of professional information and to develop orga- hensive examination will be dismissed from the program . Audiology and Speech-Language Medical College . Faculty members participate in grand rounds nizational and verbal tools needed for professional presenta- for various medical specialties and provide in-service programs tions . Ordinarily, the Investigative Project includes three options: A cumulative academic GPA of 3 0. or greater is required for Pathology on campus for staff at Rush University Medical Center and at 1) Evidence-based Practice Systematic Review; 2) Experimental graduation . Clinical training occurs throughout the curriculum, including the Johnston R . Bowman Health Center . Project; or 3) Professional/Clinical Project . A complete descrip- Clinical Progression both patient experiences and clinical methods course work . tion of the Investigative Project is found in the Student Manual Enrollment in each quarter of practicum, internship or externship Clinical probation is assigned to a student who earns a grade for the Department of Communication Disorders and Sciences . is contingent upon satisfactory completion (grade “B” or bet- of “C” or less in a clinical practicum, internship or externship . Research Activities Students are expected to submit the completed project for ter) of the previous quarter’s clinical education course . Clinical Although the clinical contact hours may be used to meet CFCC presentation at a state or national professional meeting or for experiences include direct and indirect patient care activities Faculty members are involved in interprofessional and transla- (ASHA) certification requirements, the student is required to publication . across the scope of practice with diverse populations from all tional research in the areas of audiology, hearing science and repeat the clinical education course before progressing further age groups at both on- and off-campus facilities . speech-language pathology . Projects include cochlear implant in the clinical sequence . A remediation plan to address clini- processing, working memory and communication, adult speech cal probation will be determined by the student, the student’s disorders, dysphagia, neurogenic communication disorders, Service Activities academic advisor and the clinical education manager and will be Graduation Requirements language and literacy in children, quality of life and hearing The faculty provides a full range of diagnostic and therapeu- documented . Failure to achieve a grade of “B” or higher in any aids, aging and hearing loss, and many other topics related to tic services to a large clinical population, both inpatients and subsequent clinical education course will result in dismissal from The requirements for the Master of Science degree in speech- human communication . Faculty members publish in professional outpatients . In addition, faculty and students participate in the program . language pathology and the Doctor of Audiology degree include journals and present at international, national and state meet- community and professional activities on the local, national and The faculty reserves the right to request the withdrawal of any a cumulative academic GPA of 3 .0 or greater and successful ings . Summaries of faculty research and professional activities international level . Students and faculty participate in health student whose conduct or performance demonstrates lack of completion of the comprehensive examination . Audiology are available online at the department’s website . Students are fairs, screenings and other service activities throughout the year . fitness for continuance in a health profession . Any such student students also must complete their Investigative Project . Thesis encouraged to participate in the research process, including Faculty provide leadership, editorial and committee service to not voluntarily withdrawing will be dismissed from the program . students must successfully complete the thesis process in lieu of development of hypotheses, data collection, and presentation or state and national scientific and professional associations . passing a comprehensive examination . publication of results . Interrupted Program All master’s degree requirements must be completed within Any student who wishes or needs to interrupt his or her program 48 months from the beginning of the first quarter in which a Communication Disorders and must fulfill the following requirements: full-time student is enrolled in the program . Requirements for Thesis Sciences: Audiology Curriculum the doctoral degree must be completed within eight years of Meet with his or her academic advisor and the program director The faculty’s commitment to research and the belief that an Audiology students who began their studies in Fall 2014 follow the beginning of the first quarter in which a full-time student to work out a plan of action before leaving the program . appreciation of scientific endeavors is critical to the clinical the Track I Curriculum . Audiology students who began their is enrolled . Students must complete the number of quarter Complete all degree requirements within four years (master’s process provide the basis for an optional thesis . Many students studies in Fall 2015 follow the Track FQ15 Curriculum . Audiology hours required by the program . Refer to the Department of program) and eight years (doctoral program) of the beginning of in graduate school choose to do a thesis, thereby gaining valu- students who began their studies in Fall 2016 follow the FQ16 Communication Disorders and Sciences Student Manual for the first quarter in which the full-time student is enrolled in the able research experience . A thesis project is databased and may Curriculum . Students who begin their studies in Fall 2017 follow additional discussion about graduation and degree progression . department . be an original or replication study . Often students present the the FS17 Curriculum . results of their research at a professional meeting or publish Follow all appropriate leave of absence/withdrawal procedures Due to the academic calendar conversion from quarters to results in a professional journal . The thesis project is optional and policies as defined by Rush University . semesters, students will be going through a transition plan, Educational Activities in the speech-language pathology curriculum, and students which will cause revisions to these curriculum plans . Academic Appeal and Grievance The Department of Communication Disorders and Sciences are encouraged to consider choosing this option . Audiology students have the opportunity to complete a thesis in lieu of Track I Curriculum See the Communication Disorders and Sciences Student Manual provides professional education and training in speech-language the Investigative Project . The complete thesis policy is found for the policy on academic appeal and grievance and for other pathology and audiology . Its programs are notable in that the Year 4 Credit Hours in the Student Manual for the Department of Communication policies . The department follows procedures outlined in the education of speech-language pathologists and audiologists is Fall Semester Disorders and Sciences . College of Health Sciences Student Academic Appeal and enhanced by the opportunities, resources and facilities pro- CDS-851 Externship 7 vided by a world-class academic medical center . In addition to Grievance Procedures . Students who wish to file a complaint Spring Semester didactic and clinical activities, students and faculty participate in related to compliance with an accreditation standard may con- CDS-852 Externship 7 journal clubs, rounds and student/faculty development sessions . Investigative Project tact the Council on Academic Accreditation: Hours Required for AuD Degree: 112 SH Students and faculty benefit from presentations by distinguished Chair, Council on Academic Accreditation in Audiology and Students enrolled in the Doctor of Audiology program complete guests who share research and clinical expertise in audiology Speech-Language Pathology the Investigative Project during the third year of the curriculum . or speech-language pathology . Special seminars and presenta- American Speech-Language-Hearing Association The objectives of the Investigative Project are to synthesize a tions on various health care topics are available to students 2200 Research Blvd ., Suite 310 body of literature related to a specific topic in audiology, to throughout Rush University Medical Center . Faculty members Rockville, MD 20850 cultivate professional writing skills, to acquire didactic skills for (800) 498- 2071 or (301) 296-5700

196 197 Master of Science Technical Standards for the Audiology and Speech- • Accurately elicit information including a medical history and Communication Disorders and Language Pathology Programs other information to adequately and effectively evaluate a Speech-Language Pathology: Sciences: Academic Policies Rush University is committed to diversity and to attracting and population’s, client’s or patient’s condition . The Academic Resources and Policies section of this catalog Nonthesis Track, MS educating students who will make the population of health care Intellectual Ability contains Rush University academic policies . Communication Disorders and Sciences: professionals representative of the national population . • Measure, calculate, reason, analyze, and synthesize data related to diagnosis and treatment of patients and Admission Requirements Our core values — Innovation, Collaboration, Accountability, Academic Progression populations . Application for admission to the Doctor of Audiology or the Respect and Excellence (ICARE) — translate into our work with Academic probation is assigned to a student who earns a Master of Science in Speech-Language Pathology program is all students, including those with disabilities . Rush actively col- • Exercise proper judgment and complete responsibilities in a semester academic grade point average (GPA) between 2 .5 through a central application system . Refer to the programs’ laborates with students to develop innovative ways to ensure timely and accurate manner according to the audiology and and 2 .99 (A = 4 .0) and/or whose cumulative academic GPA Web pages for more information . The application deadline for accessibility and creates a respectful accountable culture through speech-language pathology role . falls between 2 .5 and 2 .99 at any time . A remediation plan both programs is January 1 for matriculation the following fall . our confidential and specialized disability support . Rush is com- • Synthesize information, problem solve, and think critically to to address probation will be determined by the student and mitted to excellence in accessibility; we encourage students with judge the most appropriate theory, assessment or treatment the student’s academic advisor and documented . A student Master of Science in Speech-Language Pathology disabilities to disclose and seek accommodations . strategy . must earn a quarterly and cumulative academic GPA of 3 0. or At the time of application, individuals should have completed The following technical functions are required of all students Behavioral greater at the end of the quarter during which the student is on or be in the process of completing the baccalaureate degree enrolled in the Audiology and Speech-Language Pathology • Maintain mature, sensitive, effective relationships with cli- academic probation or be placed again on academic probation . at accredited institutions . The baccalaureate degree must be programs: ents/patients, families, students, faculty, staff, preceptors and A student who incurs academic probation for the third time will completed before commencing work at Rush University . Students other professionals under all circumstances . be dismissed from the program, even if the cumulative academic entering the program must have successfully completed course Acquire Information GPA is 3 .0 or greater . • Exercise skills of diplomacy to advocate for patients in need . work in introduction to audiology, phonetics, normal speech • Acquire information from demonstrations and experiences in • Possess emotional stability to function under stress and adapt A student who earns a grade of “D” or less in a required and language development, speech and hearing science, speech courses such as lecture, group, and physical demonstrations . to rapidly changing environments inherent to the classroom course must repeat that course or an approved equivalent . In and hearing anatomy and physiology, the neural bases of com- • Acquire information from written documents and computer and practice settings . a repeated course, the new grade will replace the earlier grade munication disorders and swallowing, and statistics . In addi- systems (e .g ., literature searches & data retrieval) . in the cumulative academic GPA . Failure to receive a grade of Character tion, entering students must have transcript credit for at least • Identify information presented in accessible images from paper, “C” or better in a repeated course will result in dismissal from • Demonstrate concern for others . one course in each of the following areas: biological sciences, slides, videos with audio description, and transparencies . the program . A student who earns a grade of “D” or less in physical sciences (physics and chemistry) and social/behavioral • Identify information presented in images from paper, slides, • Demonstrate integrity, accountability, interest and motivation . two or more required courses, regardless of the grade earned in sciences . Applicants should check the program Web page for videos and transparencies . • Demonstrate intent and desire to follow the Rush University a repeated course and regardless of the cumulative academic additional information about prerequisites . • Recognize and assess patient changes in mood, activity, cogni- and Audiology and Speech-Language Pathology Code of GPA, will be dismissed from the program . Ethics . Admission is granted for the fall semester of each year . The tion, and verbal and nonverbal communication . A student who earns a semester academic GPA of less than 2 .5 application file includes a completed application with essay, Use and Interpret The technical standards delineated above must be met with at any point during his or her course of study will be dismissed application fee, three letters of recommendation from individuals • Use and interpret information from assessment techniques/ or without accommodation . Students who, after review of the from the program . acquainted with the applicant’s academic background, official maneuvers . Use and interpret information related to physi- technical standards, determine that they require reasonable transcripts from all universities attended, and official scores A student who fails to meet the stated criteria for the compre- ologic phenomena generated from diagnostic tools . accommodation to fully engage in the program should contact from the Graduate Record Examination (GRE) . Applicants whose hensive examination will be dismissed from the program . Motor the Office of Student Disability Services to confidentially discuss native language is not English and who have not obtained a their accommodation needs . Given the clinical nature of our A cumulative academic GPA of 3 .0 or greater is required for • Possess psychomotor skills necessary to provide or assist in college degree from a U .S . institution must submit official scores programs, time may be needed to implement the accommoda- graduation . holistic audiology and speech-language pathology care and from the Test of English as a Foreign Language (TOEFL) . tions . Accommodations are never retroactive; therefore, timely perform or assist with procedures and treatments . Clinical Progression The generally applied minimum standards for acceptance into requests are essential and encouraged . To learn more about • Practice in a safe manner and appropriately provide audiol- the program are a 3 .0 undergraduate grade point average accommodations at Rush University, please contact: Clinical probation is assigned to a student who earns a grade ogy and speech-language pathology care and assessment in of “C” or less in a clinical practicum, internship or externship . (GPA) overall (on a 4 0. scale) and a 3 .5 in major courses in Marie Ferro-Lusk, MBA, MSW, LSW emergencies and life support procedures and perform universal Although the clinical contact hours may be used to meet CFCC speech-language pathology or a 3 .5 in the prerequisite course Manager, Office of Student Disability Services precautions against contamination . (ASHA) certification requirements, the student is required to content as listed in the application . Scores on the GRE (Verbal Rush University Communication repeat the clinical education course before progressing further and Quantitative) should be at the 50th percentile or higher . The 600 S . Paulina St . AAC 440 in the clinical sequence . A remediation plan to address clini- Admissions Committees in both programs review all applications • Communicate effectively and sensitively with patients and Chicago, IL 60612 cal probation will be determined by the student, the student’s and make all admissions decisions . families . (312) 942-5237 academic advisor and the clinical education manager and will • Communicate effectively with faculty, preceptors and all Marie_S_Ferro-Lusk@rush edu. be documented . Failure to achieve a grade of “B” or higher in members of the health care team during practicum and other any subsequent clinical education course will result in dismissal learning experiences . from the program .

198 199 The faculty reserves the right to request the withdrawal of any Graduation Requirements aids, aging and hearing loss, and many other topics related to Service Activities student whose conduct or performance demonstrates lack of human communication . Faculty members publish in professional The requirements for the Master of Science degree in speech- The faculty provides a full range of diagnostic and therapeu- fitness for continuance in a health profession . Any such student journals and present at international, national and state meet- language pathology and the Doctor of Audiology degree include tic services to a large clinical population, both inpatients and not voluntarily withdrawing will be dismissed from the program . ings . Summaries of faculty research and professional activities a cumulative academic GPA of 3 .0 or greater and successful outpatients . In addition, faculty and students participate in are available online at the department’s website . Students are completion of the comprehensive examination . Audiology community and professional activities on the local, national and Interrupted Program encouraged to participate in the research process, including students also must complete their Investigative Project . Thesis international level . Students and faculty participate in health Any student who wishes or needs to interrupt his or her pro- development of hypotheses, data collection, and presentation or students must successfully complete the thesis process in lieu of fairs, screenings and other service activities throughout the year . gram must fulfill the following requirements: publication of results . passing a comprehensive examination . Faculty provides leadership, editorial and committee service to Meet with his or her academic advisor and the program director state and national scientific and professional associations . All master’s degree requirements must be completed within to work out a plan of action before leaving the program . 48 months from the beginning of the first quarter in which a Thesis Complete all degree requirements within four years (master’s full-time student is enrolled in the program . Requirements for The faculty’s commitment to research and the belief that an program) and eight years (doctoral program) of the beginning of the doctoral degree must be completed within eight years of appreciation of scientific endeavors is critical to the clinical the first quarter in which the full-time student is enrolled in the the beginning of the first quarter in which a full-time student process provide the basis for an optional thesis . Many students department . is enrolled . Students must complete the number of quarter in graduate school choose to do a thesis, thereby gaining valu- hours required by the program . Refer to the Department of Follow all appropriate leave of absence/withdrawal procedures able research experience . A thesis project is databased and may Communication Disorders and Sciences Student Manual for and policies as defined by Rush University . be an original or replication study . Often students present the additional discussion about graduation and degree progression . results of their research at a professional meeting or publish Academic Appeal and Grievance results in a professional journal . The thesis project is optional See the Communication Disorders and Sciences Student Manual in the speech-language pathology curriculum, and students for the policy on academic appeal and grievance and for other Educational Activities are encouraged to consider choosing this option . Audiology policies . The department follows procedures outlined in the The Department of Communication Disorders and Sciences students have the opportunity to complete a thesis in lieu of College of Health Sciences Student Academic Appeal and provides professional education and training in speech-language the Investigative Project . The complete thesis policy is found Grievance Procedures . Students who wish to file a complaint pathology and audiology . Its programs are notable in that the in the Student Manual for the Department of Communication related to compliance with an accreditation standard may con- education of speech-language pathologists and audiologists is Disorders and Sciences . tact the Council on Academic Accreditation: enhanced by the opportunities, resources and facilities pro- vided by a world-class academic medical center . In addition to Chair, Council on Academic Accreditation in Audiology and didactic and clinical activities, students and faculty participate in Speech-Language Pathology Investigative Project journal clubs, rounds and student/faculty development sessions . American Speech-Language-Hearing Association Students enrolled in the Doctor of Audiology program complete Students and faculty benefit from presentations by distinguished 2200 Research Blvd ., Suite 310 the Investigative Project during the third year of the curriculum . guests who share research and clinical expertise in audiology Rockville, MD 20850 The objectives of the Investigative Project are to synthesize a or speech-language pathology . Special seminars and presenta- (800) 498- 2071 or (301) 296-5700 body of literature related to a specific topic in audiology, to tions on various health care topics are available to students cultivate professional writing skills, to acquire didactic skills for throughout Rush University Medical Center . Faculty members dissemination of professional information and to develop orga- are involved in the education of residents and students in Rush nizational and verbal tools needed for professional presenta- Clinical Education Experiences in Medical College . Faculty members participate in grand rounds tions . Ordinarily, the Investigative Project includes three options: Audiology and Speech-Language for various medical specialties and provide in-service programs 1) Evidence-based Practice Systematic Review; 2) Experimental on campus for staff at Rush University Medical Center and at Pathology Project; or 3) Professional/Clinical Project . A complete descrip- the Johnston R . Bowman Health Center . Clinical training occurs throughout the curriculum, including tion of the Investigative Project is found in the Student Manual both patient experiences and clinical methods course work . for the Department of Communication Disorders and Sciences . Enrollment in each quarter of practicum, internship or externship Students are expected to submit the completed project for is contingent upon satisfactory completion (grade “B” or bet- Research Activities presentation at a state or national professional meeting or for ter) of the previous quarter’s clinical education course . Clinical Faculty members are involved in interprofessional and transla- publication . experiences include direct and indirect patient care activities tional research in the areas of audiology, hearing science and across the scope of practice with diverse populations from all speech-language pathology . Projects include cochlear implant age groups at both on- and off-campus facilities . processing, working memory and communication, adult speech disorders, dysphagia, neurogenic communication disorders, language and literacy in children, quality of life and hearing

200 201 Communication Disorders and Sciences: Speech-Language Pathology Curriculum ASHA Requirements for the Certificate of Clinical Speech-Language Pathology: Competence Year 1 Credit Hours Thesis Track, MS The academic course work and clinical education hours required Fall Semester Communication Disorders and Sciences: Speech- by ASHA for the Certificate of Clinical Competence is described SLP-506L Clinical Methods Lab 1 on the website of the American Speech-Language-Hearing Language Pathology Curriculum Thesis Track SLP-511P Speech-Language Pathology Practicum I 1 Association (www .asha org). . Each student is responsible for Thesis students may de-select up to 8 credit hours of select SLP-521 Language Disorders in Children I: Birth Through Age Five 3 reviewing this information and his or her undergraduate and course work (see courses listed with **asterisks) . De-selected SLP-523L Instrumentation Lab 1 graduate course work to ensure that the requirements will be courses may be audited; audited courses will appear on the SLP-537L Anatomy Lab 1 met . If a deficiency exists, it is best to identify it early so that student’s transcript . The selection of the courses to remove from SLP-563 Voice Disorders 3 appropriate plans can be made . Students should review their a student’s program of study is done with the approval of the SLP-568 Cognition of Acquired Language and Communication Disorders 3 course work with their academic advisors during the first term student’s advisor, taking into account the individual’s undergrad- For academic year 2017-2018 only, SLP-568 will be offered in Fall 2017 and SLP-564 will be offered in Spring 2018 . For of enrollment . uate background and graduate needs and experiences . all following academic years, SLP-564 will precede SLP-568, with SLP-564 in the Fall semester and SLP 568 in the Spring . Enrollment in practicum may be reduced in the winter and Spring Semester spring terms of the second year . These practicum experiences SLP-512P Speech-Language Pathology Practicum II 2 will be scheduled either on campus or at select external sites to SLP-522 Language Disorders in Children II: Age Six Through Adolescence 3 facilitate completion of the thesis . The decision to reduce time in SLP-558 Dysphagia 3 practicum for one or both quarters is made in consultation with SLP-564 Aphasia 3 a student’s advisor and the clinical education manager . Students For academic year 2017-2018 only, SLP-568 will be offered in Fall 2017 and SLP-564 will be offered in Spring 2018 . For who reduce their practicum hours must be in frequent contact all following academic years, SLP-564 will precede SLP-568, with SLP-564 in the Fall semester and SLP 568 in the Spring . with the clinical education manager throughout their academic SLP-567 Dysarthria 3 programs to monitor that the requisite contact hours needed for Summer Semester graduation are being attained . SLP-503L Auditory Skills Lab for the Speech-Language Pathologist 1 Students who do not obtain the needed contact hours will SLP-513P Speech-Language Pathology Practicum III 4 - 6 register for additional credit during the following summer SLP-526 Speech Sound Disorders 2** quarter so that this graduation requirement will be met . Thesis SLP-540 Head and Neck Cancer Management 2** students who have completed the requisite clock hours and SLP-542L Tracheostomy & Ventilator Lab 1** have achieved the skills outcomes for ASHA certification prior SLP-562 Genetics & Craniofacial Anomalies 2** to the completion of their theses may be excused from further CDS-576 Issues in Counseling** 2** practicum or have their practicum hours reduced further at the Year 2 Credit Hours time these requirements are met . Fall Semester SLP-589P Speech-Language Pathology Practicum IV 6 SLP-535 Clinical Issues in Cultural & Linguistic Diversity 2 SLP-510 Professional Issues in Speech-Language Pathology 2** SLP-524 Fluency, Dysfluency and Stuttering 2** CHS-550 Research Methods in the Health Sciences 2 CDS-582 Topics in Research Methods in Communication Disorders 1 SLP-592 Grand Rounds 1 Spring Semester SLP-590P Speech-Language Practicum V 8 - 10 Hours Required for MS Degree: 67

202 203 Communication Disorders and Sciences: Speech-Language Pathology Technical Standards for the Audiology and • Accurately elicit information including a medical history and Curriculum Thesis Track Speech-Language Pathology Programs other information to adequately and effectively evaluate a Rush University is committed to diversity and to attracting and population’s, client’s or patient’s condition . educating students who will make the population of health care Year 1 Credit Hours Intellectual Ability professionals representative of the national population . Fall Semester • Measure, calculate, reason, analyze, and synthesize SLP-506L Clinical Methods Lab 1 Our core values — Innovation, Collaboration, Accountability, data related to diagnosis and treatment of patients and SLP-511P Speech-Language Pathology Practicum I 1 Respect and Excellence (ICARE) — translate into our work with populations . SLP-521 Language Disorders in Children I: Birth Through Age Five 3 all students, including those with disabilities . Rush actively col- • Exercise proper judgment and complete responsibilities in a SLP-523L Instrumentation Lab 1 laborates with students to develop innovative ways to ensure timely and accurate manner according to the audiology and SLP-568 Cognition of Acquired Language and Communication Disorders 3 accessibility and creates a respectful accountable culture through speech-language pathology role . For academic year 2017-2018 only, SLP-568 will be offered in Fall 2017 and SLP-564 will be offered in Spring 2018 . For our confidential and specialized disability support . Rush is com- • Synthesize information, problem solve, and think critically to all following academic years, SLP-564 will precede SLP-568, with SLP-564 in the Fall semester and SLP-568 in the Spring . mitted to excellence in accessibility; we encourage students with judge the most appropriate theory, assessment or treatment disabilities to disclose and seek accommodations . SLP-537L Anatomy Lab 1 strategy . SLP-563 Voice Disorders 3 The following technical functions are required of all students Behavioral Spring Semester enrolled in the Audiology and Speech-Language Pathology • Maintain mature, sensitive, effective relationships with cli- SLP-512P Speech-Language Pathology Practicum II 2 programs: ents/patients, families, students, faculty, staff, preceptors and SLP-522 Language Disorders in Children II: Age Six Through Adolescence 3 Acquire Information other professionals under all circumstances . SLP-558 Dysphagia 3 • Acquire information from demonstrations and experiences in • Exercise skills of diplomacy to advocate for patients in need . SLP-564 Aphasia 3 courses such as lecture, group, and physical demonstrations . • Possess emotional stability to function under stress and adapt * For academic year 2017-2018 only, SLP-568 will be offered in Fall 2017 and SLP-564 will be offered in Spring 2018 . For • Acquire information from written documents and computer to rapidly changing environments inherent to the classroom all following academic years, SLP-564 will precede SLP-568, with SLP-564 in the Fall semester and SLP-568 in the Spring . systems (e .g ., literature searches & data retrieval) . and practice settings . SLP-567 Dysarthria 3 Character CDS-900 Independent Study 1 • Identify information presented in accessible images from paper, slides, videos with audio description, and • Demonstrate concern for others . Summer Semester transparencies . SLP-503L Auditory Skills Lab for the Speech-Language Pathologist 1 • Demonstrate integrity, accountability, interest and motivation . SLP-513P Speech-Language Pathology Practicum III 4 - 6 • Identify information presented in images from paper, slides, • Demonstrate intent and desire to follow the Rush University SLP-526 Speech Sound Disorders 2** videos and transparencies . and Audiology and Speech-Language Pathology Code of SLP-540 Head and Neck Cancer Management 2** • Recognize and assess patient changes in mood, activity, Ethics . SLP-542L Tracheostomy & Ventilator Lab 1** cognition, and verbal and nonverbal communication . The technical standards delineated above must be met with SLP-562 Genetics & Craniofacial Anomalies 2** Use and Interpret or without accommodation . Students who, after review of the CDS-576 Issues in Counseling** 2** • Use and interpret information from assessment techniques/ technical standards, determine that they require reasonable SLP-598 Thesis 2 maneuvers . Use and interpret information related to physi- accommodation to fully engage in the program should contact Year 2 Credit Hours ologic phenomena generated from diagnostic tools . the Office of Student Disability Services to confidentially discuss Fall Semester Motor their accommodation needs . Given the clinical nature of our programs, time may be needed to implement the accommoda- SLP-589P Speech-Language Pathology Practicum IV 6 • Possess psychomotor skills necessary to provide or assist in tions . Accommodations are never retroactive; therefore, timely SLP-592 Grand Rounds 1 holistic audiology and speech-language pathology care and requests are essential and encouraged . To learn more about SLP-598 Thesis 2 perform or assist with procedures and treatments . accommodations at Rush University, please contact: SLP-535 Clinical Issues in Cultural & Linguistic Diversity 2 • Practice in a safe manner and appropriately provide audiol- SLP-510 Professional Issues in Speech-Language Pathology 2** ogy and speech-language pathology care and assessment Marie Ferro-Lusk, MBA, MSW, LSW SLP-524 Fluency, Dysfluency and Stuttering 2** in emergencies and life support procedures and perform Manager, Office of Student Disability Services CDS-582 Topics in Research Methods in Communication Disorders 1 universal precautions against contamination . Rush University 600 S . Paulina St . AAC 440 CHS-550 Research Methods in the Health Sciences 2 Communication Spring Semester Chicago, IL 60612 • Communicate effectively and sensitively with patients and (312) 942-5237 SLP-590P Speech-Language Practicum V 8-10 families . Marie_S_Ferro-Lusk@rush .edu SLP-598 Thesis Credit Hours: 1 • Communicate effectively with faculty, preceptors and all Hours Required for MS Degree: 67 members of the health care team during practicum and other learning experiences .

204 205 ASHA Requirements for the Certificate of Clinical their families and the community . Our practitioner-teacher (GRE) or the Graduate Management Aptitude Test (GMAT) . all the Department of Health Systems Management’s academic Competence model integrates lifelong learning, scholarship and service to International students also must submit a credentialing evalua- requirements, which include earning a minimum of 58 semester The academic course work and clinical education hours required ensure our diverse students, faculty and alumni are leaders in tion of their international education as well as the results from hours of credit and achieving a minimum cumulative grade point by ASHA for the Certificate of Clinical Competence is described transforming health care . the Test of English as a Foreign Language (TOEFL) . average of 3 .0 . on the website of the American Speech-Language-Hearing Our curriculum is designed to provide the knowledge, skills, Qualified applicants are invited to Rush for an admissions visit . In addition, full-time students must complete a minimum of 440 Association (www asha. org). . Each student is responsible for abilities and values required to succeed in the field of health The visit typically includes four faculty interviews, lunch with a hours of work in a health care management internship . Most reviewing this information and his or her undergraduate and care management . An emphasis on competency and profes- current student and an appointment with the Office of Student students will complete this by working in a part-time student graduate course work to ensure that the requirements will be sional skills development — and an orientation toward lifelong Financial Aid . job during the academic program and registering for HSM-620 met . If a deficiency exists, it is best to identify it early so that learning — ensures that new graduates are well prepared for and HSM-622 . Part time students will complete a separate appropriate plans can be made . Students should review their early careerist positions and that our alumni hold positions of internship course, HSM-624 and HSM-626 . Please see course course work with their academic advisors during the first term increasing responsibility during their careers . Health Systems Management: descriptions for more information . of enrollment . Our practitioner-teacher model provides leadership development Academic Policies Students need to have at least 16 documented contact hours of Students on thesis track will begin with Independent Study in opportunities for the faculty, ensuring that they stay abreast of Enrollment professional or community service . Spring 1 and continue with Thesis credit in Summer 1, Fall 2 and the most recent conceptual frameworks and best practices in While the program is primarily designed for full-time study, Spring 2 . Total thesis and independent study hours equal 6 cred- the field . Their roles as practitioner faculty provide them with students can enroll in the program on either a full- or part-time its . Students may audit a maximum of 4 credit hours in Summer opportunities to teach and mentor the next generation of health Health Systems Management: basis . Full-time students typically attend the program for four 1 and the remaining credit hours in Fall 2, so that auditing hours care leaders . Faculty Work/Service Activities are < 6 . Therefore, credits required to graduate are equal for semesters over two academic years, with a summer break . Part- thesis and nonthesis students . Vision time students typically take two to three courses per semester . Members of the faculty of the Department of Health Systems The program must be completed within a five-year time limit Management are actively involved in the operation of Rush Our program will be recognized as one of the premier health unless the student is granted a waiver by program officials . University Medical Center as hospital administrators and health administration graduate programs in the nation . Our practitio- care planners, university administrators, financial managers, cli- DEPARTMENT OF HEALTH SYSTEMS ner-teacher model will be recognized as an ideal way to educate Academic Progress nicians, attorneys, researchers and information services manag- MANAGEMENT and train health administration graduate students . Through All students in the Department of Health Systems Management ers . They serve as consultants to hospitals, planning bodies and participation in the program’s practitioner-teacher model, our Health Systems Management: must achieve a grade point average of 3 .0 (A = 4 .0) each other organizations . faculty will be known for innovation and excellence in health semester to maintain satisfactory academic status . A student is Philosophy, Mission, Vision and Values care management practice, education and scholarship . Faculty members hold leadership positions, participate in placed on academic probation when his or her grades fall below Philosophy seminars and engage in other professional activities sponsored a quarterly or cumulative GPA average of 3 0. or when a student by the American College of Healthcare Executives, the American The health systems management (HSM) master’s program, Values receives a grade of “F” in any course . A student on academic Hospital Association, the Chicago Health Executives Forum, the which started in 1979, educates students for highly successful Our program embraces the values of Rush University Medical probation remains on probation until he or she has met the Healthcare Financial Management Association, the Association careers in the rapidly growing field of health care management . Center, Rush University and the College of Health Sciences . requirements established by the program for removal from of University Programs in Health Administration, the Commission We will develop future leaders to transform health care in a These values include innovation, collaboration, accountability, academic probation . on Accreditation of Healthcare Management Education, the professional program, founded in research and evidence-based respect, excellence, diversity, inclusion and accommodation . Healthcare Information Management Systems Society and the learning . Students will bring real-life experience into the class- Academic Advising Illinois Hospital and Health Systems Association . room based on our internship model . Faculty will bring real-life All students are assigned an academic advisor from among experience and teaching methods into the classroom based on Health Systems Management: the core faculty during orientation week . By the end of the our practitioner-teacher model and real-life applications . Our Admission Requirements first semester, students are also assigned a career advisor from program will facilitate long-term involvement in the health care Health Systems Management: Applicants must have a bachelor’s degree from an accredited among Rush practitioner-teacher faculty . leadership profession as teachers, mentors and lifelong learners Career Services college or university or anticipate completion of that degree in the field . Application, innovation, excellence and leadership prior to the start of the HSM degree program . The two prereq- College of Health Sciences/Rush University Health systems management students receive ongoing career will keep us on the cutting edge of experiential learning as we uisite courses, which consist of an undergraduate course in Academic Policies mentoring, counseling and related services throughout continue to evolve curriculum content based on industry trends . their academic career . During the first academic year, full- accounting and an undergraduate course in statistics, also must Academic policies specific to the College of Health Sciences time students are placed in part-time jobs throughout Rush be completed prior to enrollment . An undergraduate course in are located earlier in this catalog . In addition, the Academic Mission University Medical Center . The job sites include Perioperative microeconomics is highly recommended . Applicants fill out an Resources and Policies section of this catalog contains Rush Our mission is to prepare individuals for roles of increasing lead- Services, Nursing Administration, Revenue Management, online application, provide three letters of recommendation and University academic policies . ership in the field of health care management, with the ultimate submit official copies of their college/university transcripts from Human Resources, Finance, Medical Affairs, Enterprise goal of transforming health care organizations to deliver the Health Systems Management: Graduation Requirements every college/university previously attended . In addition, they Resource Planning, , Long Term Care, Quality and Accreditation, highest-quality patient care and improve the lives of patients, submit scores from either the Graduate Record Examination To be eligible to graduate, a student must successfully complete Women and Children’s Services, Patient Relations, Emergency

206 207 Management, Rush Health, Emergency Department, Health and Organizational excellence and leadership (OEL) Interprofessionalism increasing responsibility during their careers . Aging, Strategic Outreach, Population Health, Supply Chain, The OEL program focuses on improving health care value by Interprofessionalism in health care delivery and health care Our practitioner-teacher model provides leadership development Midwest Orthopaedics and Rush University Medical Group . The understanding the critical roles of leadership, governance, lead- education is becoming increasingly recognized as a cornerstone opportunities for the faculty, ensuring that they stay abreast of jobs provide practical experience, reinforce the course work, pro- ership development and other high-performance work practices of improved service delivery . Research in this area focuses on the most recent conceptual frameworks and best practices in duce a more dynamic classroom experience and offer students to organizational outcomes, such as patient experience and the differential outcomes associated with a coordinated, team- the field . Their roles as practitioner faculty provide them with a multifaceted perspective on the field of health care manage- financial performance . based approach to service delivery . opportunities to teach and mentor the next generation of health ment . The student’s manager also functions as a preceptor for For more information about our center, contact Tricia Johnson, care leaders . the work experience . The job sites vary from year to year, and The patient experience PhD, associate chair of research and education, professor and more information will be given to students during their orienta- Rush University Medical Center has a long history of provid director, at (312) 942-7107 or tricia_j_johnson@rush edu. . Vision tion week . This applies to full-time students only . ing and researching best practices in patient care . The Patient Experience Research Initiative, within the health systems man We will be recognized as the premier graduate health care man Program faculty and staff provide assistance in identifying agement program, works to further develop the understanding agement program for developing leaders to transform health opportunities for summer internships and part-time work during of the patient experience and promote scholarship to provide Master of Science care . the second academic year and counseling/assistance to secure empirically based knowledge on the experience of patients . Our practitioner-teacher model will be recognized as an ideal postgraduate fellowships or jobs . Health Systems Management, way to educate and train health administration graduate Health care value, quality and safety Full-Time, MS While students receive individualized input regarding their students . Through participation in the program’s practitioner- The health care value, quality and safety program focuses on the career goals, the program’s Professional Seminar course pro- Philosophy teacher model, our faculty will be known for innovation and following topics: vides systematic training, guidance and feedback in professional The health systems management master’s program, which excellence in health care management practice, education and • Lean operations skills development and career planning . started in 1979, educates students for highly successful careers scholarship . • Throughput improvements in the rapidly growing field of health care management . • Education in variation and standardization Graduates become hospital and health systems administra- Values Health Systems Management: Rush • Just culture tors and health care consultants, manage physician practices, Our program embraces the values of Rush University Medical Center for the Advancement of • Informed decision-making and problem-solving work in international health care development, and manage Center, Rush University and the College of Health Sciences . Health Care Value • Change management professional associations . The hallmark of the program is its These values include innovation, collaboration, accountability, practitioner-teacher model, where graduate students learn respect, excellence, diversity, inclusion and accommodation . The vision of the Rush Center for the Advancement of Health • Sustainability strategies in health care organizations from practitioners and practice what they learn . The program Care Value is to be recognized globally as an innovator in con- Health Systems Management: Admission Requirements has an outstanding faculty-to-student ratio, which provides ducting research that prepares leaders for the future of health Population health many opportunities for mentoring and professional growth . Each applicant must have a bachelor’s degree from an accred care . Population health research focuses on identifying the patterns The program, which is ranked by U .S . News and World Report ited college or university or anticipate completion of that degree of health determinants and their relationships with health out- Our center is housed within the Department of Health Systems among the elite top five in the nation and accredited by the prior to the start of the HSM degree program . The two prereq- comes among populations . The design is to implement evidence- Management at Rush University . Commission on Accreditation of Healthcare Management uisite courses, which consist of an undergraduate course in based practice or interventions at an individual or societal level accounting and an undergraduate course in statistics, also must Our center’s work is grounded in interdisciplinary research and Education (CAHME), links practitio ner-focused course work with to reduce health disparities among vulnerable populations, be completed prior to enrollment . An undergraduate course in focuses on translating research into practice and uses practice real-world management experi ence . Students study a compre- such as racial and ethnic minorities, the uninsured, low-income microeconomics is highly recommended . An applicant fills out as a foundation for research . Our research is differentiated by hensive health management curriculum taught by experienced children and women, and the elderly . an online application, provides a personal statement, provides the following: educators who are also top health care administrators . International health three letters of recommendation and submits official cop ies • Academically based center with close ties to the practice of their college or university transcripts from every college The department’s international health care research program Mission community or university previously attended . In addition, each applicant focuses on improving value by strengthening the evidence base Our mission is to prepare individuals for leadership roles in the needs to submit scores from either the Graduate Record • Strong focus on leadership development in health care for improving the value of health care through global exchange . field of health care management . Our practitioner-teacher model Examination (GRE) or the Graduate Management Aptitude Test research and practice Our research includes macro- and micro-level drivers of health integrates lifelong learning, scholarship and service to ensure our diverse students, faculty and alumni are leaders in trans (GMAT) . Applications are submitted through the Healthcare • Pursuit of objective knowledge care exports and international medical travel . forming health care . Administration, Management and Policy Centralized Application • Experts in advanced analytic methods Workforce of the future Service (HAMPCAS) . An international student also must submit Our curriculum is designed to provide the knowledge, skills, Our research on the workforce of the future focuses on improv a credentialing evaluation of his or her international educa • Proficiency in large multisource database analyses abilities and values required to succeed in the field of health ing health care value by strengthening the pipeline of talented tion, as well as the results from the Test of English as a Foreign care management . An emphasis on competency and profes Our research focuses on evaluating ways to improve the value of professionals into critical health care positions, with a special Language (TOEFL) . sional skills development — and an orientation toward lifelong care provided by health care organizations . This work addresses emphasis on understanding and addressing the challenges learning — ensures that new graduates are well prepared for Each qualified applicant is invited to Rush for an admissions important challenges that relate to the following: faced by early careerists from disadvantaged and underrepre early careerist positions and that our alumni hold positions of visit . The visit typically includes four faculty interviews, lunch sented groups .

208 209 with a current student and an appointment with the Office of data related to diagnosis and treatment of patients and basis . Full-time students typically attend the program for six Health Systems Management: Student Financial Aid . populations . quarters over two academic years, with a summer break . Faculty Work/Service Activities • Exercise proper judgment and complete responsibilities in a Part-time students typically take two courses per quarter . The Members of the faculty of the Department of Health Systems Health Systems Management Technical Standards timely and accurate manner according to the health systems program must be completed within five years unless the student Management are actively involved in the operation of Rush Rush University is committed to diversity and to attracting and management role . is granted a waiver by program officials . University Medical Center as hospital administrators and health educating students who will make the population of health care • Synthesize information, problem solve, and think critically to care planners, university administrators, financial managers, cli- professionals representative of the national population . Academic Progress judge the most appropriate theory, assessment, management nicians, attorneys, researchers and information services manag- All students in the Department of Health Systems Management Our core values — Innovation, Collaboration, Accountability, or treatment strategy . ers . They serve as consultants to hospitals, planning bodies and must achieve a grade point average of 3 .0 (A = 4 .0) each Respect and Excellence (ICARE) — translate into our work other organizations . Behavioral quarter to maintain satisfactory academic status . A student is with all students, including those with disabilities . Rush actively • Maintain mature, sensitive, effective relationships with cli- placed on academic probation when his or her grades fall below Faculty members hold leadership positions, participate in collaborates with students to develop innovative ways to ents/patients, families, students, faculty, staff, preceptors and a quarterly or cumulative GPA average of 3 0. or when a student seminars and engage in other professional activities sponsored ensure accessibility and creates a respectful accountable culture other professionals under all circumstances . receives a grade of “F” in any course . A student on academic by the American College of Healthcare Executives, the American through our confidential and specialized disability support . • Exercise skills of diplomacy to advocate for patients in need . probation remains on probation until he or she has met the Hospital Association, the Chicago Health Executives Forum, the Rush is committed to excellence in accessibility; we encourage requirements established by the program for removal from Healthcare Financial Management Association, the Association students with disabilities to disclose and seek accommodations . • Possess emotional stability to function under stress and adapt to rapidly changing environments inherent to the classroom academic probation . of University Programs in Health Administration, the Commission The following technical functions are required of all students on Accreditation of Healthcare Management Education, the and practice settings . Academic Advising enrolled in the Health Systems Management program: Healthcare Information Management Systems Society and the Character All students are assigned an academic advisor from among Illinois Hospital and Health Systems Association . Acquire Information • Demonstrate concern for others . the core faculty during orientation week . By the end of the • Acquire information from demonstrations and experiences in • Demonstrate integrity, accountability, interest and motivation . first semester, students are also assigned a career advisor from courses such as lecture, group, and physical demonstrations . among Rush practitioner-teacher faculty . • Demonstrate intent and desire to follow the Rush University Health Systems Management: • Acquire information from written documents and computer and Health Systems Management Code of Ethics . systems (e .g ., literature searches & data retrieval) . College of Health Sciences/Rush University Career Services • Identify information presented in accessible images The technical standards delineated above must be met with Academic Policies Health systems management students receive ongoing career from paper, slides, videos with audio description, and or without accommodation . Students who, after review of the Academic policies specific to the College of Health Sciences mentoring, counseling and related services throughout their aca- transparencies . technical standards, determine that they require reasonable are located earlier in this catalog . In addition, the Academic demic career . During the first academic year, full-time students accommodation to fully engage in the program should con- are placed in part-time jobs throughout Rush University Medical Use and Interpret Resources and Policies section of this catalog contains Rush tact the Office of Student Disability Services to confidentially University academic policies . Center . The job sites include Perioperative Services, Nursing • Use and interpret information from assessment techniques/ discuss their accommodation needs . Given the clinical nature Administration Revenue Management, Human Resources, maneuvers/procedures . Use and interpret information gener- of our programs, time may be needed to create and implement Finance, Medical Affairs, Enterprise Resource Planning, Capital ated from diagnostic tools . the accommodations . Accommodations are never retroactive; Health Systems Management: Projects, Long Term Care, Quality and Accreditation, Women and Motor therefore, timely requests are essential and encouraged . To learn Graduation Requirements Children’s Services, Patient Relations, Emergency Management, • Possess psychomotor skills necessary to perform or assist more about accommodations at Rush University, please contact: Rush Health, Emergency Department, Health and Aging, To be eligible to graduate, a student must successfully complete Strategic Outreach, and Rush University Medical Group . The jobs with day-to-day responsibilities commensurate with the Marie Ferro-Lusk, MBA, MSW, LSW all the Department of Health Systems Management’s academic provide practical experience, reinforce the course work, produce student’s discipline . Manager, Office of Student Disability Services requirements, which include earning a minimum of 87 quarter a more dynamic classroom experience and offer students a • Practice in a safe manner and perform universal precautions Rush University hours of credit and achieving a minimum cumulative grade point multifaceted perspective on the field of health care manage- against contamination . 600 S . Paulina St . AAC 440 average of 3 .0 . ment . The student’s manager also functions as a preceptor for Chicago, IL 60612 Communication the work experience . (312) 942-5237 In addition, students must complete a minimum of 440 hours • Communicate effectively and sensitively with patients and Marie_S_Ferro-Lusk@rush .edu of work in a health care management internship . Most students Program faculty and staff provide assistance identifying oppor- families . will complete this by working in a part-time student job during tunities for summer internships and part-time work during the • Communicate effectively with faculty, preceptors, employ- the academic program and registering for HSM-550A, HSM- second academic year and counseling or assistance to secure ees, other professionals and all members of the health care Health Systems Management: 550B and HSM-550C . postgraduate fellowships or jobs . team during practicum, internship and/or other learning Academic Policies Students need to have at least 16 documented contact hours of experiences . While students receive individualized input regarding their Enrollment professional or community service . career goals, the program’s Professional Seminar series provides Intellectual Ability systematic training, guidance and feedback in professional skills While the program is primarily designed for full-time study, • Measure, calculate, reason, analyze, and synthesize development and career planning . students can enroll in the program on either a full- or part-time

210 211 Health Systems Management: Rush • Just culture Health Systems Management: to apply managerial principles in real-world learning environ- Center for the Advancement of • Informed decision-making and problem-solving Curriculum ments and to design and conduct applied health services research projects . Health Care Value • Change management The curriculum is designed to instruct students in the current The curriculum content focuses on the following core content The vision of the Rush Center for the Advancement of Health • Sustainability strategies in health care organizations theory and practice of health services management, including areas: professional development, operations and information Care Value is to be recognized globally as an innovator in con- the study of organizational behavior, quantitative and analytical systems, human resources and organizational design, health ducting research that prepares leaders for the future of health Population health techniques, planning, finance, and human resources manage care business, finance, analytics, and emerging content . care . Population health research focuses on identifying the patterns ment . The curriculum structure gives students the opportunity of health determinants and their relationships with health out- Our center is housed within the Department of Health Systems comes among populations . The design is to implement evidence- Management at Rush University . HSM Full-Time Program of Study based practice or interventions at an individual or societal level Our center’s work is grounded in interdisciplinary research and to reduce health disparities among vulnerable populations, (Students Entering Fall 2017) focuses on translating research into practice and uses practice such as racial and ethnic minorities, the uninsured, low-income Year 1 Credit Hours as a foundation for research . Our research is differentiated by children and women, and the elderly . Fall Semester the following: International health HSM-606 Health Care Organization & the Patient Experience 3 HSM-608 Human Resource Management 3 • Academically based center with close ties to the practice The department’s international health care research program community focuses on improving value by strengthening the evidence base HSM-610 Professional Seminar 3 • Strong focus on leadership development in health care for improving the value of health care through global exchange . HSM-612 Health Care Corporate Finance 4 research and practice Our research includes macro- and micro-level drivers of health HSM-620 HSM Internship 1 Spring Semester • Pursuit of objective knowledge care exports and international medical travel . HSM-616 Health Informatics 3 • Experts in advanced analytic methods Workforce of the future HSM-622 HSM Internship 1 • Proficiency in large multisource database analyses Our research on the workforce of the future focuses on improv HSM-628 Health Care Economics & Payment Systems 4 ing health care value by strengthening the pipeline of talented HSM-632 Statistics for Health Care Management 2 Our research focuses on evaluating ways to improve the value of professionals into critical health care positions, with a special HSM-636 Quality, Safety & Operational Improvement in Health Care 4 care provided by health care organizations . This work addresses emphasis on understanding and addressing the challenges HSM-676 Topics in Health Systems Management: Elective 2 important challenges that relate to the following: faced by early careerists from disadvantaged and underrepre Year Total: 30 Organizational excellence and leadership (OEL) sented groups . Year 2 Credit Hours The OEL program focuses on improving health care value by Interprofessionalism Fall Semester understanding the critical roles of leadership, governance, lead- Interprofessionalism in health care delivery and health care HSM-640 Health Care Planning & Marketing 2 ership development and other high-performance work practices education is becoming increasingly recognized as a cornerstone HSM-644 Health Care Managerial Finance & Seminar 4 to organizational outcomes, such as patient experience and of improved service delivery . Research in this area focuses on HSM-652 Health Policy 2 financial performance . the differential outcomes associated with a coordinated, team- HSM-656 Master’s Project I 3 HSM-648 Health Law & Ethics for Health Care Managers 3 The patient experience based approach to service delivery . Spring Semester Rush University Medical Center has a long history of provid For more information about our center, contact Tricia Johnson, HSM-660 Master’s Project II 2 ing and researching best practices in patient care . The Patient PhD, associate chair of research and education, professor and Experience Research Initiative, within the health systems man director, at (312) 942-7107 or tricia_j_johnson@rush edu. . HSM-664 Organizational Analysis & Change Leadership & Lifelong Learning 4 agement program, works to further develop the understanding HSM-668 Managerial Epidemiology 2 of the patient experience and promote scholarship to provide HSM-672 Capstone: Strategic Management of Health Care Organizations 2 empirically based knowledge on the experience of patients . HSM-680 Topics in Health Systems Management: Elective 2 Health care value, quality and safety HSM-684 Topics in Health Systems Management: Elective 2 The health care value, quality and safety program focuses on the Year Total: 28 following topics: Hours Required for MS Degree: 58 • Lean operations • Throughput improvements • Education in variation and standardization

212 213 Health Systems Management, Use and Interpret of our programs, time may be needed to create and implement Health Systems Management: Part-Time, MS • Use and interpret information from assessment techniques/ the accommodations . Accommodations are never retroactive; Graduation Requirements maneuvers/procedures . Use and interpret information gener- therefore, timely requests are essential and encouraged . To learn To be eligible to graduate, a student must successfully complete Health Systems Management: ated from diagnostic tools . more about accommodations at Rush University, please contact: Admission Requirements all the Department of Health Systems Management’s academic Motor Marie Ferro-Lusk, MBA, MSW, LSW requirements, which include earning a minimum of 58 semester Applicants must have a bachelor’s degree from an accredited • Possess psychomotor skills necessary to perform or assist Manager, Office of Student Disability Services hours of credit and achieving a minimum cumulative grade point college or university or anticipate completion of that degree with day-to-day responsibilities commensurate with the Rush University average of 3 .0 . prior to the start of the HSM degree program . The two prereq- student’s discipline . 600 S . Paulina St . AAC 440 In addition, students must complete HSM-624 and HSM-626 as uisite courses, which consist of an undergraduate course in Chicago, IL 60612 • Practice in a safe manner and perform universal precautions part of their part-time internship experience . All part-time stu- accounting and an undergraduate course in statistics, also must (312) 942-5237 against contamination . dents are required to complete a “Stretch Project” as part of their be completed prior to enrollment . An undergraduate course in Marie_S_Ferro-Lusk@rush edu. Communication internship experience . microeconomics is highly recommended . Applicants fill out an • Communicate effectively and sensitively with patients and online application, provide three letters of recommendation and Students need to have at least 16 documented contact hours of families . submit official copies of their college/university transcripts from Health Systems Management: professional or community service . every college/university previously attended . In addition, they • Communicate effectively with faculty, preceptors, employ- Academic Policies submit scores from either the Graduate Record Examination ees, other professionals and all members of the health care Enrollment team during practicum, internship and/or other learning (GRE) or the Graduate Management Aptitude Test (GMAT) . While the program is primarily designed for full-time study, Health Systems Management: Faculty experiences . International students also must submit a credentialing evalua- students can enroll in the program on either a full- or part-time Work/Service Activities tion of their international education as well as the results from Intellectual Ability basis . Full-time students typically attend the program for four Members of the faculty of the Department of Health Systems the Test of English as a Foreign Language (TOEFL) . • Measure, calculate, reason, analyze, and synthesize semesters over two academic years, with a summer break . Part- Management are actively involved in the operation of Rush Qualified applicants are invited to Rush for an admissions visit . data related to diagnosis and treatment of patients and time students typically take two to three courses per semester University Medical Center as hospital administrators and health The visit typically includes four faculty interviews, lunch with a populations . and complete the program in four years . The program must be care planners, university administrators, financial managers, clini- current student and an appointment with the Office of Student • Exercise proper judgment and complete responsibilities in a completed within a five-year time limit unless the student is cians, attorneys, researchers and information services managers . Financial Aid . timely and accurate manner according to the health systems granted a waiver by program officials . They serve as consultants to hospitals, planning bodies and other management role . organizations . Health Systems Management Technical Standards Academic Progress • Synthesize information, problem solve, and think critically to Faculty members hold leadership positions, participate in semi- Rush University is committed to diversity and to attracting and judge the most appropriate theory, assessment, management All students in the Department of Health Systems Management nars and engage in other professional activities sponsored by educating students who will make the population of health care or treatment strategy . must achieve a grade point average of 3 .0 (A = 4 .0) each the American College of Healthcare Executives, the American professionals representative of the national population . semester to maintain satisfactory academic status . A student is Behavioral Hospital Association, the Chicago Health Executives Forum, the Our core values — Innovation, Collaboration, Accountability, placed on academic probation when his or her grades fall below Healthcare Financial Management Association, the Association • Maintain mature, sensitive, effective relationships with cli- Respect and Excellence (ICARE) — translate into our work a semester or cumulative GPA average of 3 0. or when a student of University Programs in Health Administration, the Commission ents/patients, families, students, faculty, staff, preceptors and with all students, including those with disabilities . Rush actively receives a grade of “F” in any course . A student on academic on Accreditation of Healthcare Management Education, the other professionals under all circumstances . collaborates with students to develop innovative ways to probation remains on probation until he or she has met the Healthcare Information Management Systems Society and the ensure accessibility and creates a respectful accountable culture • Exercise skills of diplomacy to advocate for patients in need . requirements established by the program for removal from Illinois Hospital and Health Systems Association . through our confidential and specialized disability support . • Possess emotional stability to function under stress and adapt academic probation . Rush is committed to excellence in accessibility; we encourage to rapidly changing environments inherent to the classroom students with disabilities to disclose and seek accommodations . and practice settings . Academic Advising Health Systems Management: All students are assigned an academic advisor from among The following technical functions are required of all students Character Career Services the core faculty during orientation week . By the end of the enrolled in the Health Systems Management program: • Demonstrate concern for others . Health systems management students receive ongoing career first semester, students are also assigned a career advisor from mentoring, counseling and related services throughout their Acquire Information • Demonstrate integrity, accountability, interest and motivation . among Rush practitioner-teacher faculty . academic career . During the first academic year, full-time students • Acquire information from demonstrations and experiences in • Demonstrate intent and desire to follow the Rush University are placed in part-time jobs throughout Rush University Medical courses such as lecture, group, and physical demonstrations . and Health Systems Management Code of Ethics . College of Health Sciences/Rush University Center . The job sites include Perioperative Services, Nursing The technical standards delineated above must be met with Academic Policies • Acquire information from written documents and computer Administration Revenue Management, Human Resources, Finance, or without accommodation . Students who, after review of the Academic policies specific to the College of Health Sciences are systems (e .g ., literature searches & data retrieval) . Medical Affairs, Enterprise Resource Planning, Capital Projects, technical standards, determine that they require reasonable located earlier in this catalog . In addition, the Academic Policies • Identify information presented in accessible images Long Term Care, Quality and Accreditation, Women and Children’s accommodation to fully engage in the program should con- section of this catalog contains Rush University academic from paper, slides, videos with audio description, and Services, Patient Relations, Emergency Management, Rush Health, tact the Office of Student Disability Services to confidentially policies . transparencies . Emergency Department, Health and Aging, Strategic Outreach, discuss their accommodation needs . Given the clinical nature

214 215 Midwest Orthopaedics and Rush University Medical Group . The The patient experience Health Systems Management: The curriculum content focuses on management and leadership jobs provide practical experience, reinforce the course work, pro- Studies focusing on identifying evidence-based approaches to Curriculum competencies and their application to health services organiza- duce a more dynamic classroom experience and offer students a improving the patient experience, including patient decision tions through a study of organizational behavior, quantitative The curriculum is designed to instruct students in the current multifaceted perspective on the field of health care management . making, facilities and throughput, patient satisfaction and clini- methods, budgeting, finance, information systems, law, strategic theory and practice of health services management, including The student’s manager also functions as a preceptor for the work cal outcomes . planning, governance, health policy, marketing, health insur- experience . the study of organizational behavior, quantitative and analytical ance and managed care, health economics, and the social and Health care value, quality and safety techniques, planning, finance and human resources manage- environmental determinants of health and disease . Program faculty and staff provide assistance identifying oppor- The health care value, quality and safety program focuses on the ment . The curriculum structure gives students the opportunity to tunities for summer internships and part-time work during the following topics: apply managerial principles in real-world learning environments second academic year and counseling/assistance to secure post- • Lean operations and to design and conduct applied health services research graduate fellowships or jobs . • Throughput improvements projects . While students receive individualized input regarding their career • Education in variation and standardization HSM Part-Time Program of Study goals, the program’s Professional Seminar series provides system- • Just culture atic training, guidance and feedback in professional skills develop- (Students Entering Fall 2015) • Informed decision-making and problem-solving ment and career planning . Year 1 Credit Hours • Change management Fall Semester • Sustainability strategies in health care organizations HSM-606 Health Care Organization & the Patient Experience 3 Health Systems Management: Rush Population health HSM-610 Professional Seminar 3 Center for the Advancement of Health Population health research focuses on identifying the patterns Spring Semester Care Value of health determinants and their relationships with health out- HSM-616 Health Informatics 3 comes among populations . The design is to implement evidence- HSM-632 Statistics for Health Care Management 2 The vision of the Rush Center for the Advancement of Health Care based practice or interventions at an individual or societal level HSM-676 Topics in Health Systems Management: Elective 2 Value is to be recognized globally as an innovator in conducting to reduce health disparities among vulnerable populations, Year 2 Credit Hours research that prepares leaders for the future of health care . such as racial and ethnic minorities, the uninsured, low-income Fall Semester Our center is housed within the Department of Health Systems children and women, and the elderly . HSM-608 Human Resource Management 3 Management at Rush University . International health HSM-612 Health Care Corporate Finance 4 Spring Semester Our center’s work is grounded in interdisciplinary research and The department’s international health care research program HSM-628 Health Care Economics & Payment Systems 4 focuses on translating research into practice and uses practice as focuses on improving value by strengthening the evidence base a foundation for research . Our research is differentiated by the for improving the value of health care through global exchange . HSM-636 Quality, Safety & Operational Improvement in Health Care 4 following: Our research includes macro- and micro-level drivers of health Year 3 Credit Hours • Academically based center with close ties to the practice care exports and international medical travel . Fall Semester community Workforce of the future HSM-640 Health Care Planning & Marketing 2 HSM-644 Health Care Managerial Finance & Seminar 4 • Strong focus on leadership development in health care Our research on the workforce of the future focuses on improv- HSM-652 Health Policy 2 research and practice ing health care value by strengthening the pipeline of talented Spring Semester • Pursuit of objective knowledge professionals into critical health care positions, with a special emphasis on understanding and addressing the challenges HSM-664 Organizational Analysis & Change Leadership & Lifelong Learning 4 • Experts in advanced analytic methods faced by early careerists from disadvantaged and underrepre- HSM-668 Managerial Epidemiology 2 • Proficiency in large multisource database analyses sented groups . HSM-680 Topics in Health Systems Management: Elective 2 Our research focuses on evaluating ways to improve the value of Interprofessionalism Year 4 Credit Hours care provided by health care organizations . This work addresses Interprofessionalism in health care delivery and health care Fall Semester important challenges that relate to the following: education is becoming increasingly recognized as a cornerstone HSM-648 Health Law & Ethics for Health Care Managers 3 Organizational excellence and leadership (OEL) of improved service delivery . Research in this area focuses on HSM-656 Master’s Project I 3 Spring Semester The OEL program focuses on improving health care value by the differential outcomes associated with a coordinated, team- understanding the critical roles of leadership, governance, lead- based approach to service delivery . HSM-660 Master’s Project II 2 ership development and other high-performance work practices to For more information about our center, contact Tricia Johnson, HSM-672 Capstone: Strategic Management of Health Care Organizations 2 organizational outcomes, such as patient experience and financial PhD, associate chair of research and education, professor and HSM-684 Topics in Health Systems Management: Elective 2 performance . director, at (312) 942-7107 or tricia_j_johnson@rush edu. .

216 217 DEPARTMENT OF MEDICAL Overview of Student Learning Outcomes – The applicant must satisfy the CHS policy for the TOEFL Use and Interpret LABORATORY SCIENCE At the completion of the Specialist in Blood Bank Technology exam • Use and interpret information from assessment techniques/ Certificate Program, the learner will be able to: • A minimum grade point average (GPA) of 3 .0 (on a scale of maneuvers . Use and interpret information related to physi- Medical Laboratory Science: ologic phenomena generated from diagnostic tools . 1 . Develop and evaluate blood bank and transfusion service 4 0). Philosophy protocols and procedures, including molecular testing as well • Documentation of MLS (ASCP), MT (ASCP), or CLS (NCA) Motor Our philosophy is that medicine requires today’s medical labora- as advanced technologies . certification • Possess psychomotor skills necessary to provide or assist in tory scientist to be a highly qualified professional who is willing • Two years working experience in an accredited blood bank holistic specialist in blood bank technology care and perform and able to expand and extend his or her theoretical knowledge 2 . Incorporate current regulations and standards set by various laboratory or assist with procedures and treatments . and technical skills . The faculty of the Department of Medical agencies for blood banks and transfusion services into the Laboratory Science will provide students with the tools and daily operation of a clinical laboratory . • For non-native English speakers, Test of English as a Foreign • Practice in a safe manner and appropriately provide specialist in blood bank technology care and assessment in emer- resources necessary to attain the knowledge, skills and attitudes 3 . Identify and apply the most current theoretical principles and Language (TOEFL) gencies and life support procedures and perform universal expected of laboratory professionals who work in a dynamic serological methods to the practice, supervision and manage- • Evaluation by the Educational Credential Evaluators (ECE) of precautions against contamination . interprofessional environment . The medical laboratory scien- ment of blood bank and transfusion services . course work completed at a non-U .S . college tist must maintain compassion and empathy and accept the Communication 4 . Identify and resolve blood bank and transfusion questions, • Official transcripts from each college or university attended patient’s welfare as the highest priority . • Communicate effectively and sensitively with patients and problems and clinical case studies through the application of • Three reference letters families . theoretical principles and serological methods . • A phone interview • Communicate effectively with faculty, preceptors and all Certificate 5 . Engage in scientific investigations, questions and problems members of the health care team during practicum and other Specialist in Blood Bank Technology Technical through applied research and appropriate use of resources learning experiences . Specialist in Blood Bank Technology such as literature review and Internet searches . Standards Certificate Program • Accurately elicit information including a medical history and 6 . Apply basic finance and accounting principles to prepare and Rush University is committed to diversity and to attracting and other information to adequately and effectively evaluate a Program Overview analyze budgets and cost justifications . educating students who will make the population of health care population’s, client’s or patient’s condition . The online Specialist in Blood Bank (SBB) Technology Certificate professionals representative of the national population . 7 . Develop technical and supervisory competencies in immuno- Intellectual Ability Program is intended to meet the needs of experienced medical Our core values — Innovation, Collaboration, Accountability, hematology, blood component manufacturing and transfu- • Measure, calculate, reason, analyze, and synthesize laboratory scientists seeking advanced knowledge of immu- Respect and Excellence (ICARE) — translate into our work sion medicine . data related to diagnosis and treatment of patients and nohematology and its related disciplines . The SBB Certificate with all students, including those with disabilities . Rush actively populations . Program is designed to prepare students for the SBB certifica- 8 . Function as managers, educators, researchers or technical collaborates with students to develop innovative ways to tion examination offered by the American Society for Clinical consultants and work as part of the health care team in ensure accessibility and creates a respectful accountable culture • Exercise proper judgment and complete responsibilities in Pathology (ASCP) Board of Certification (BOC) . providing care to patients . through our confidential and specialized disability support . a timely and accurate manner according to the specialist in Rush is committed to excellence in accessibility; we encourage blood bank technology role . Specialist in Blood Bank Program Mission Program Accreditation students with disabilities to disclose and seek accommodations . • Synthesize information, problem solve, and think critically to The Rush University SBB Certificate Program is accredited by judge the most appropriate theory, assessment or treatment Statement The following technical functions are required of all students the Commission on Accreditation of Allied Health Education strategy . Our mission is to prepare outstanding Specialist in Blood Bank enrolled in the Specialist in Blood Bank Technology program: Programs (CAAHEP) (1361 Park St ., Clearwater, FL 33756; 727- (SBB) laboratory professionals who will have a spirit of inquiry Behavioral 210-2350) upon the recommendation of the AABB Committee Acquire Information and a commitment to lifelong learning and service, and who are • Maintain mature, sensitive, effective relationships with cli- on Accreditation of Specialist in Blood Bank Technology Schools dedicated to advance the quality and availability of safe blood • Acquire information from demonstrations and experiences in ents/patients, families, students, faculty, staff, preceptors and (AABB CoA) . donations and transfusions . courses such as lecture, group, and physical demonstrations . other professionals under all circumstances . • Acquire information from written documents and computer Minimum Admissions Requirements • Exercise skills of diplomacy to advocate for patients in need . Specialist in Blood Bank Program Vision systems (e .g ., literature searches & data retrieval) . • A baccalaureate degree from a regionally accredited U .S . • Possess emotional stability to function under stress and adapt Statement • Identify information presented in accessible images college or university in medical laboratory, biological or to rapidly changing environments inherent to the classroom The Specialist in Blood Bank Technology Certificate Program from paper, slides, videos with audio description, and related science . The program will accept a BS/BA degree from and practice settings . will provide a high-quality distance learning program for blood transparencies . a foreign institution for admission into the SBB program with Character banking and transfusion medicine laboratory professions that is • Identify information presented in images from paper, slides, the following stipulations: • Demonstrate concern for others . recognized among the best in the United States . videos and transparencies . – The foreign transcript must be evaluated by ECE and the • Demonstrate integrity, accountability, interest and motivation . • Recognize and assess patient changes in mood, activity, evaluation must result in a determination that the student cognition, and verbal and nonverbal communication . • Demonstrate intent and desire to follow the Rush University has earned a BS/BA that is equivalent to a U .S . BS/BA and Specialist in Blood Bank Technology Code of Ethics .

218 219 The technical standards delineated above must be met with Curriculum Master of Science Overview of Student Learning Outcomes for the Master of or without accommodation . Students who, after review of the The SBB curriculum is a one-year program consisting of six Science in Clinical Laboratory Management (CLM) technical standards, determine that they require reasonable Clinical Laboratory Management, MS courses . Students may complete the program in three semesters, 1 . Compare traditional and nontraditional organizational struc- accommodation to fully engage in the program should contact including a summer semester . A part-time option is available . Mission of the Online Master of Science in tures and construct an organizational chart . the Office of Student Disability Services to confidentially discuss Clinical Laboratory Management (CLM) their accommodation needs . Given the clinical nature of our The SBB curriculum consists of both online lecture/discussion 2 . Create five steps that managers should take to make the best Our mission is to prepare highly qualified graduates equipped programs, time may be needed to implement the accommoda- and clinical experience components . Clinical experiences may decisions and utilize the tools that are used in a decision- to perform as clinical laboratory managers in a collaborative, tions . Accommodations are never retroactive; therefore, timely be arranged at blood centers and hospitals near the student’s making process . home . In some cases, the student’s place of employment may diverse and rapidly changing health care environment . Students requests are essential and encouraged . To learn more about 3 . Summarize the various aspects involved in the management qualify . Students with prior clinical experience may be eligible to will be active participants in learning and developing into com- accommodations at Rush University, please contact: of human resources, such as employee benefits, recruitment, earn credit by proficiency based on a standardized departmental petent, effective and ethical managers . We prepare graduates Marie Ferro-Lusk, MBA, MSW, LSW termination and compensation, along with the laws and evaluation . who have a spirit of inquiry and a commitment to lifelong learn- regulations that affect them . Manager, Office of Student Disability Services ing and service, and who are dedicated to advance the quality Rush University and availability of health care . 4 . Construct a performance evaluation mechanism that incorpo- 600 S . Paulina St . AAC 440 rates all of the basic components of a job description . Chicago, IL 60612 Vision of the Online Master of Science in Clinical 5 . Perform a cost/benefit analysis and justify the implementa- (312) 942-5237 Laboratory Management (CLM) tion of a new laboratory test, automation and/or information Marie_S_Ferro-Lusk@rush .edu Our vision is to provide the highest-quality clinical labora- system . tory management graduate program that is recognized as the 6 . Compare and contrast the different forms of reimbursement Course Credit Hours national leader for outstanding preparation of managers enter- that are currently used to pay for health care-associated costs SBB-580 Human Blood Group Systems 4 ing clinical laboratories . with regard to their impact on the clinical laboratory . SBB-581 Principles and Methods of Antibody Identification 2 7 . Reflect on current management skills, identify areas that SBB-582 Blood Procurement and Blood Product Manufacturing 3 need improvement, and utilize course resources to become a SBB-583 Blood Bank and Transfusion Service Operation 3 Clinical Laboratory Management, MS: more effective manager . SBB-584 Clinical Immunohematology and Transfusion 4 Program Overview 8 . Demonstrate effective leadership and effective communica- SBB-585 Comprehensive Review 3 The online Master of Science degree program in clinical labora- tion in the clinical laboratory . SBB-586 SBB Clinical Practicum variable* tory management (CLM) is designed for the practicing medical SBB-587 SBB Selected Topics and Project 3 9 . Identify issues and trends in clinical laboratory management laboratory scientist who desires formal, but flexibly deliv- Fall Semester such that change can be anticipated and accommodated ered graduate education in management . The CLM program through appropriate planning . SBB-560 Human Blood Group Systems and Principles & Methods of Antibody Identification 4 emphasizes management principles & quality management, 10 Conduct. a research project with faculty/mentor guidance to SBB-561 Clinical Immunohematology & Transfusion 3 organizational structure & management functions, manage- include applying principles of research design, evaluation of Spring Semester rial decision-making & process improvement, human resource published research studies, accurate interpretation of data, SBB-562 Blood Procurement and Blood Product Manufacturing 2 management, financial management, compliance & regulatory and dissemination of results . SBB-563 Blood Bank/Transfusion Service Operation 3 issues, health care informatics, and legal issues in health care . Summer Semester This program provides a practical approach to managing the Minimum Admission Requirements SBB-564 SBB Project & Clinical Practicum 3 day-to-day aspects of the clinical laboratory . • A baccalaureate degree from a regionally accredited U S. . col- SBB-565 Blood Bank Comprehensive Review 2 The clinical laboratory manager is employable as supervisory lege or university in medical laboratory, biological or related Total Semester Hours: 17 personnel in a hospital, reference laboratory, clinical pathology, science . The program will accept a BS/BA degree from a physician’s office laboratory, industry, public health laboratory, foreign institution for admission into the CLM MS and CLMB clinical diagnostic company, educational institution or govern- MS programs with the following stipulations: ment agency . Students who successfully complete the MS in Clinical Laboratory Management, and possess two years of – The foreign transcript must be evaluated by ECE, and the full-time acceptable experience in clinical laboratory supervi- evaluation must result in a determination that the student sion or management within the last 10 years, may apply for has earned a BS/BA that is equivalent to a U S. . BS/BA . the Diplomate in Laboratory Management from the American – The applicant must satisfy the CHS policy for the TOEFL Society for Clinical Pathology Board of Certification . Students exam . can attend on a part-time or full-time basis .

220 221 • A minimum grade point average (GPA) of 3 .0 (on a scale of Motor the Office of Student Disability Services to confidentially discuss Academic Probation 4 .0) • Possess psychomotor skills necessary to provide or assist in their accommodation needs . Given the clinical nature of our Academic probation is assigned to any student who receives a • Documentation of MLS (ASCP), MT (ASCP) or CLS (NCA) holistic clinical laboratory management care and perform or programs, time may be needed to implement the accommoda- semester grade point average below 3 .0 or whose cumulative certification assist with procedures and treatments . tions . Accommodations are never retroactive; therefore, timely grade point average falls below 3 .0 . Students placed on proba- requests are essential and encouraged . To learn more about • Two years working experience in an accredited laboratory • Practice in a safe manner and appropriately provide clinical tion have two semesters in which to regain the status of good accommodations at Rush University, please contact: (specifically blood bank if completing the SBB program) laboratory management care and assessment in emergencies standing as follows: • For non-native English speakers, Test of English as a Foreign and life support procedures and perform universal precau- Marie Ferro-Lusk, MBA, MSW, LSW • The next semester after being placed on probation, the stu- Language (TOEFL) scores to satisfy the College of Health tions against contamination . Manager, Office of Student Disability Services dent must attain a semester grade point average of at least Sciences’ policy on the TOEFL Communication Rush University 3 0. . 600 S . Paulina St . AAC 440 • Official transcripts from each college or university attended • Communicate effectively and sensitively with patients and • Two semesters after being placed on probation, the student Chicago, IL 60612 families . must have a cumulative grade point average above 3 .0 . • Three reference letters (312) 942-5237 • A phone interview • Communicate effectively with faculty, preceptors and all Marie_S_Ferro-Lusk@rush edu. • Failure to make the minimum semester grade point average members of the health care team during practicum and other one semester after probation or the minimum cumulative Clinical Laboratory Management Technical learning experiences . grade point average two semesters after probation will result Standards • Accurately elicit information including a medical history and Clinical Laboratory Management in dismissal from the University . other information to adequately and effectively evaluate a Rush University is committed to diversity and to attracting and Curriculum With SBB Certificate • Note that the receipt of financial aid may also be impacted population’s, client’s or patient’s condition . educating students who will make the population of health care Completion Option when the grade point average falls below 3 .0 . professionals representative of the national population . Intellectual Ability Students who are interested in completing the SBB certificate “C,” “D,” “F” or “N” Grades in the CLM Program Our core values — Innovation, Collaboration, Accountability, • Measure, calculate, reason, analyze, and synthesize program along with the Master of Science in Clinical Laboratory Students may not receive more than two grades of C or lower Respect and Excellence (ICARE) — translate into our work data related to diagnosis and treatment of patients and Management will start the MS in CLM program by taking in the program . Should a student receive a third grade of C or with all students, including those with disabilities . Rush actively populations . courses in the SBB certificate program followed by CLM courses . lower, he or she will be dismissed from the program . Students collaborates with students to develop innovative ways to • Exercise proper judgment and complete responsibilities in a Graduates of a CAAHEP-accredited SBB program other than the who receive a D, F or N grade in any course must repeat that ensure accessibility and creates a respectful accountable culture timely and accurate manner according to the clinical labora- Rush program must have their transcript evaluated to determine course . In the event that a student is required to repeat a course through our confidential and specialized disability support . tory management role . the transferability of the SBB courses and assignment of credit . that is a prerequisite for an advanced course, the advanced Rush is committed to excellence in accessibility; we encourage • Synthesize information, problem solve, and think critically to Such students may need to take additional credit to be awarded course may not be taken until the student successfully passes students with disabilities to disclose and seek accommodations . judge the most appropriate theory, assessment or treatment the MS in CLM . the prerequisite course . Thus, the student’s progression in the strategy . The following technical functions are required of all students Academic Policies program may be affected . Students who receive a second D or enrolled in the Clinical Laboratory Management program: Behavioral Midterm Warning Notices F grade in the same academic year will be dismissed from the • Maintain mature, sensitive, effective relationships with cli- program . Acquire Information Students not maintaining a passing-level grade at midterm time ents/patients, families, students, faculty, staff, preceptors and • Acquire information from demonstrations and experiences in will be given a written warning notice . It is the student’s respon- other professionals under all circumstances . courses such as lecture, group, and physical demonstrations . sibility to contact the course instructor immediately to ascertain • Exercise skills of diplomacy to advocate for patients in need . • Acquire information from written documents and computer how the grade can be improved . Clinical Laboratory Management: • Possess emotional stability to function under stress and adapt Curriculum systems (e .g ., literature searches & data retrieval) . Academic Progression to rapidly changing environments inherent to the classroom The online Master of Science degree program in clinical • Identify information presented in accessible images High academic performance in required courses is expected . and practice settings . laboratory management (CLM) is designed for the practicing from paper, slides, videos with audio description, and Students will be considered in good standing at Rush University medical laboratory scientist who desires formal, but flexibly transparencies . Character unless placed on academic probation . • Identify information presented in images from paper, slides, • Demonstrate concern for others . delivered graduate education in management . The CLM program A cumulative grade point average of at least 3 0. is required emphasizes management principles & quality management, videos and transparencies . • Demonstrate integrity, accountability, interest and motivation . in the CLM program . Cumulative grade point averages will be organizational structure & management functions, manage- • Recognize and assess patient changes in mood, activity, • Demonstrate intent and desire to follow the Rush University reviewed after each semester . The faculty reserves the right to rial decision-making & process improvement, human resource cognition, and verbal and nonverbal communication . and Clinical Laboratory Management Code of Ethics . request the withdrawal of a student whose conduct, health or management, financial management, compliance & regulatory performance demonstrates lack of fitness for continuance in a Use and Interpret The technical standards delineated above must be met with issues, health care informatics, and legal issues in health care . health profession . Any such student not voluntarily withdrawing • Use and interpret information from assessment techniques/ or without accommodation . Students who, after review of the This program provides a practical approach to managing the will be dismissed from the University . maneuvers . Use and interpret information related to physi- technical standards, determine that they require reasonable day-to-day aspects of the clinical laboratory . ologic phenomena generated from diagnostic tools . accommodation to fully engage in the program should contact The clinical laboratory manager is employable as supervisory

222 223 personnel in a hospital, reference laboratory, clinical pathology, full-time acceptable experience in clinical laboratory supervi- Plan of Study for the Master of Science in Clinical Laboratory Management Program physician’s office laboratory, industry, public health laboratory, sion or management within the last 10 years, may apply for clinical diagnostic company, educational institution or govern- the Diplomate in Laboratory Management from the American Year 1 Credit Hours ment agency . Students who successfully complete the MS in Society for Clinical Pathology Board of Certification . Students Fall Semester Clinical Laboratory Management, and possess two years of can attend on a part-time or full-time basis . CLM-500 Principles of Laboratory Management 3 CLM-501 Evidence-Based Research and Applied Statistics 3 Plan of Study for the Master of Science in Clinical Laboratory Management Program Including CLM-502 Quality Systems & Regulatory Issues 3 Completion of the Specialist in Blood Bank (SBB) Certificate Program Spring Semester CLM-503 Method Comparison & Process Validation 3 CLM-504 Scientific &Technical Writing 3 Year 1 Credit Hours CLM-505 Health Care Finance 3 Fall Semester Summer Semester SBB-560 Human Blood Group Systems and Principles & Methods of Antibody Identification 4 CLM-506 Management Project I 2 SBB-561 Clinical Immunohematology & Transfusion 3 CLM-507 Issues & Practices in Human Resource Management 3 Spring Semester CLM-508 Health Care Informatics 3 SBB-562 Blood Procurement and Blood Product Manufacturing 2 Year 2 Credit Hours SBB-563 Blood Bank/Transfusion Service Operation 3 Fall Semester Summer Semester CLM-512 Organizational Behavior 3 SBB-564 SBB Project & Clinical Practicum 3 CLM-513 Legal Issues in Health Care 3 SBB-565 Blood Bank Comprehensive Review 2 CHS-605 Introduction to Ethics in Health Care: Interdisciplinary Perspectives 2 Year 2 Credit Hours HSC-632 Leadership Theory 3 Fall Semester Spring Semester CLM-500 Principles of Laboratory Management 3 CHS-620 Health Care in America 2 CLM-501 Evidence-Based Research and Applied Statistics 3 CLM-509 Management Project II 2 CLM-502 Quality Systems & Regulatory Issues 3 CLM-510 Management Experience 4 Spring Semester Total Semester Hours: 45 CLM-503 Method Comparison & Process Validation 3 CLM-504 Scientific &Technical Writing 3 CLM-505 Health Care Finance 3 Medical Laboratory Science, MS Vision of the Department of Medical Laboratory Science CLM-506 Management Project I 2 Medical Laboratory Science: Program Our vision is to provide the highest-quality medical laboratory Summer Semester Overview CLM-507 Issues & Practices in Human Resource Management 3 science programs and curricula that are recognized for excel- The Department of Medical Laboratory Science currently offers lence in preparation of diverse students who will be leaders in CLM-508 Health Care Informatics 3 two degree programs: the Master of Science with major in the laboratory profession . CLM-509 Management Project II 2 Medical Laboratory Science or major in Clinical Laboratory Management Courses: 28 Semester Hours Management . A certificate program — the Specialist in Blood Medical Laboratory Science Technical Standards SBB Elective Courses: 17 Semester Hours Bank — is offered online . Rush University is committed to diversity and to attracting and Total Semester Hours: 45 educating students who will make the population of health care Mission of the Department of Medical Laboratory ***Please note: For students completing SBB from another program, an SBB Course Equivalency Evaluation is required. professionals representative of the national population . Science ***Professional credits may be granted after completion of this evaluation for students graduating from an AABB/CAAHEP accredited SBB program outside of Rush Our core values — Innovation, Collaboration, Accountability, University. Our mission is to prepare highly qualified graduates equipped Respect and Excellence (ICARE) — translate into our work to perform as laboratory professionals in a collaborative, diverse with all students, including those with disabilities . Rush actively and rapidly changing health care environment . Students will be collaborates with students to develop innovative ways to active participants in learning and developing into competent, ensure accessibility and creates a respectful accountable culture ethical professionals . We prepare graduates who have a spirit through our confidential and specialized disability support . of inquiry and a commitment to lifelong learning and service, Rush is committed to excellence in accessibility; we encourage and who are dedicated to advance the quality and availability of students with disabilities to disclose and seek accommodations . health care .

224 225 The following technical functions are required of all students Character 3 . Apply all safety and governmental regulations and standards All students entering one of the MLS degree programs are enrolled in the Medical Laboratory Science programs: • Demonstrate concern for others . • Follows established safety practices (assessment methods required to have a criminal background check before matriculat- ing . The student’s ability to begin the clinical portion of the pro- Acquire Information • Demonstrate integrity, accountability, interest and motivation . = affective evaluation of practica) gram and to complete certification and licensure requirements • Acquire information from demonstrations and experiences in • Demonstrate intent and desire to follow the Rush University 4 . Demonstrate problem-solving and critical thinking skills for entry into the profession may depend on documentation courses such as lecture, group, and physical demonstrations . and Medical Laboratory Science Code of Ethics . • Formulate a reasonable differential diagnosis from infor- of such things as drug screening and a background check for • Acquire information from written documents and computer The technical standards delineated above must be met with mation contained in a patient case description (assessed a history of criminal offenses . A drug screen is required before systems (e .g ., literature searches & data retrieval) . or without accommodation . Students who, after review of the by critical thinking rubric in comprehensive course) entering the clinical practica . Students are prohibited from using technical standards, determine that they require reasonable • Identify information presented in accessible images • Evaluate laboratory test results in order to determine their academic or professional credentials until the satisfactory com- accommodation to fully engage in the program should con- from paper, slides, videos with audio description, and relevance to a case and determine if and what additional pletion of a degree and appropriate credentials are awarded . tact the Office of Student Disability Services to confidentially transparencies . tests need to be ordered . (assessed by critical thinking discuss their accommodation needs . Given the clinical nature Use and Interpret rubric in comprehensive course) Accreditation of our programs, time may be needed to create and implement • Use and interpret information from assessment techniques/ The MS program in medical laboratory science is accredited by: the accommodations . Accommodations are never retroactive; 5 . Demonstrate professional and effective oral and written com- maneuvers/procedures . Use and interpret information gener- therefore, timely requests are essential and encouraged . To learn munication skills National Accrediting Agency for Clinical Laboratory Sciences ated from diagnostic tools . more about accommodations at Rush University, please contact: • Demonstrate effective oral communication skills in a (NAACLS) Motor Marie Ferro-Lusk, MBA, MSW, LSW thorough and creative presentation of a research article 5600 N . River Rd ., Suite 720 • Possess psychomotor skills necessary to perform or assist Manager, Office of Student Disability Services that engages the audience and relates the study to current Rosemont, IL 60018-5119 with day-to-day responsibilities commensurate with the Rush University clinical practice (847) 939-3597 student’s discipline . (773) 714-8880 600 S . Paulina St . AAC 440 • Deliver a clear and well-organized oral defense of the (773) 714-8886 (Fax) • Practice in a safe manner and perform universal precautions Chicago, IL 60612 research project against contamination . (312) 942-5237 http://www naacls. .org • Compose a written manuscript for the research project Communication Marie_S_Ferro-Lusk@rush .edu The Specialist in Blood Bank certificate program is accredited by: that conforms to departmental specifications • Communicate effectively and sensitively with patients and Commission on Accreditation of Allied Health Education Specific Program Outcomes 6 . Behave in an ethical, culturally sensitive, and professional families . Programs (CAAHEP) Upon completion of the program, students will be able to: manner in a diverse environment • Communicate effectively with faculty, preceptors, employ- 25400 US Highway 19 North, Suite 158 ees, other professionals and all members of the health care 1 . Demonstrate entry-level competence in medical laboratory • Display courteous and respectful behavior of others Clearwater, FL 33763 team during practicum, internship and/or other learning science (assessed by affective evaluation in clinical practica) (727) 210-2350 experiences . • Perform venipuncture with 80% success • Participate as a productive and positive member of a team http://www caahep. org. Intellectual Ability • Identify tubes along with the correct order of draw for 7 . Describe and practice instructional techniques and State Licensure Requirements • Measure, calculate, reason, analyze, and synthesize blood collection and label tubes with 100% accuracy terminology data related to diagnosis and treatment of patients and Some states require that medical laboratory scientists be • Perform, with a high level of competence, analytical tests • Develop and present a lecture to include learning objec- populations . licensed in the state in order to work in the medical laboratory on body fluids, cells and blood products tives and evaluation • Exercise proper judgment and complete responsibilities in a in that state . Illinois does not license medical laboratory scien- timely and accurate manner according to the medical labora- • Identify possible sources of error in in pre-analytical, ana- 8 . Conduct a research project with faculty/mentor guidance tists . The Medical Laboratory Science program at Rush University tory science role . lytical, and post-analytical stages of laboratory testing • Assume a leadership role in conducting research in satisfies requirements for certification by the American Society for Clinical Pathology Board of Certification and complies with • Synthesize information, problem solve, and think critically to • Predict the effect of error in in pre-analytical, analytical, medical laboratory science (assessed by the final defense the standards of accreditation established by the National judge the most appropriate theory, assessment, management and post-analytical stages of laboratory testing rubric) Accrediting Agency for Clinical Laboratory Sciences, but may not or treatment strategy . • Prepare a written laboratory report with accurate labora- 9 . Create a professional plan that supports ongoing profes- satisfy the licensing requirements for some states . In particular, tory test results sional career development Behavioral our program may not satisfy the requirement for clinical training • Maintain mature, sensitive, effective relationships with cli- 2 . Practice principles of quality control related to laboratory • Construct a portfolio including evidence of professional set by the state of California . Students who intend on moving to ents/patients, families, students, faculty, staff, preceptors and practice service and continuing education a state that has licensure after completion of the program are other professionals under all circumstances . encouraged to check with the requirements for state licen- • Identify appropriate quality control for different laboratory • Join a professional society as a student member • Exercise skills of diplomacy to advocate for patients in need . sure before starting the program to make sure that the Rush tests The Medical Laboratory Science professional program consists • Possess emotional stability to function under stress and adapt University curriculum will satisfy the requirements for licensure • Evaluate quality control data and follow a corrective of two parts: didactic (classroom learning) and clinical (practice to rapidly changing environments inherent to the classroom in that state . action protocol if necessary in the medical laboratory) . After the completion of the program, and practice settings . graduates should take a national certification examination .

226 227 Medical Laboratory Science: Students who have not completed all requirements for entry into for entry into the profession may depend on documentation “C,” “D,” “F” or “N” Grades in the Master of Admission Requirements for Master the Master of Science program may petition the Department of such things as drug screening and a background check for Science Program of Science Applicants of Medical Laboratory Science for consideration for admission . a history of criminal offenses . A drug screen is required before Graduate students may not receive more than two grades of C Such requests are handled on a case-by-case basis . entering the clinical practica . or lower in the program . Should a graduate student receive a Requirements for Medical Laboratory Science third grade of C or lower, he or she will be dismissed from the Major Documentation of Hepatitis B Virus Vaccination program . Graduate students who receive a D, F or N grade in Applicants must complete the pre-professional requirements Before a student is allowed to begin the program, he or she Academic Policies any course must repeat that course . In the event that a stu- must have on file documentation that he or she has either prior to enrollment at Rush University . An overall GPA of 3 .0 Midterm Warning Notices dent is required to repeat a course that is a prerequisite for an on a 4 0. scale is required . Three letters of recommendation begun or has finished the course of inoculations for the advanced course, the advanced course may not be taken until Students not maintaining a passing-level grade at midterm time must be submitted with the admission application . Students Hepatitis B virus vaccine . This documentation must be sent the student successfully passes the prerequisite course . Thus, the will be given a written warning notice . It is the student’s respon- are accepted at the beginning of fall and, space permitting, directly to CastleBranch . student’s progression in the program may be affected . Students sibility to contact the course instructor immediately to ascertain spring semester . Fall admission is recommended . In addition who receive a second D or F grade in the same academic year If the student has just begun, but has not yet finished, the series how the grade can be improved . to fulfillment of academic requirements, a personal interview of inoculations at the start of the program, he or she must will be dismissed from the program . conducted by members of the Admission Committee is required provide documentation that he or she has finished the course Academic Progression All work in practicum courses must be at or above the B level . for admission . Interviews are behaviorally oriented and take of inoculations as soon as possible in order to remain in the If a student earns a grade less than B in a clinical practicum about two hours . Questions focus on commitment, problem- High academic performance in required courses is expected . program . This information will be reviewed quarterly, and the course, the course must be repeated, but may be repeated only solving ability, team interaction and initiative . Applicants are Students will be considered in good standing at Rush University student will be notified if he or she is not in compliance with once, and must be taken within one year, with the new grade asked for life experience situations in which these behavioral unless placed on academic probation . this requirement . Students who fail to complete the Hepatitis B replacing the failing grade in the cumulative grade point aver- characteristics are demonstrated . At the time of the interview, virus vaccination protocol in a timely manner will not be allowed A cumulative grade point average of at least 3 0. is required in age . A second grade below B in any practicum course will result each applicant will be asked to write a short essay . Essays are to register for the following quarter until he or she can provide the graduate programs . Cumulative grade point averages will be in dismissal from the program . evaluated for grammar, spelling, content and overall quality of documentation that he or she is in compliance . In addition, stu- reviewed after each semester . No student will be permitted into written communication . Applications are ranked on the basis of dents must submit a Hepatitis B virus titer as proof of immunity . the clinical rotation portion of the program unless the student Comprehensive Examination grades in prerequisite courses, references, interview results and has the required GPA . The faculty reserves the right to request All students must take and pass a comprehensive examination the written essay . the withdrawal of a student whose conduct, health or perfor- Documentation of Tuberculosis Testing at the end of the second year in order to graduate from the mance demonstrates lack of fitness for continuance in a health The following prerequisites are required for admission: All students must provide the results from tuberculosis screen- medical laboratory science program . Any student who fails the ing tests in order to begin the program . Students must be profession . Any such student not voluntarily withdrawing will be • A Bachelor of Science degree from an accredited U .S . college cumulative examination must retake the examination until the tested annually for tuberculosis and must submit the results dismissed from the University . or university documented with official transcripts from each student passes . A diploma will not be given until the student has to CastleBranch . Failure to comply with this policy can lead to college or university attended . The program will accept a BS/ passed all sections of the comprehensive examination . dismissal from the program or prevention of attendance at the Academic Probation BA degree from a foreign institution for admission with the clinical site regardless of GPA . In cases where the tuberculosis following stipulations: Academic probation is assigned to any student in the graduate Graduate Research Projects screen is positive or contraindicated, students must be screened program who receives a semester grade point average below See the Graduate Research Bulletin and Department of Medical – The foreign transcript must be evaluated by ECE and the annually by a physician for symptoms of active tuberculosis and 3 .0 or whose cumulative grade point average falls below 3 .0 . Laboratory Sciences policy document for policies and procedures evaluation must result in a determination that the student submit documentation that they have been screened and are Students placed on probation have two semesters in which to regarding graduate research projects . This bulletin lists specific has earned a BS/BA that is equivalent to a U .S . BS/BA . symptom-free . regain the status of good standing as follows: deadlines for each component of the research project . Failure – The applicant must satisfy the CHS policy for the TOEFL to meet these deadlines will delay acceptance of the research Required Rush University Medical Center OSHA, • The next semester after being placed on probation, the stu- exam . dent must attain a semester grade point average of at least project and graduation from the program . HIPAA and Safety Training • The following courses are required: 21 quarter/14 semester 3 0. . Students are required to take all Medical Center training courses hours of chemistry (organic, quantitative analysis and bio- Certification that apply to medical laboratory scientists . These courses must • Two semesters after being placed on probation, the student chemistry recommended); 18 quarter/12 semester hours of The comprehensive technical curriculum at Rush University be taken annually and are available through Rush University’s must have a cumulative grade point average above 3 .0 . biology (anatomy and physiology, microbiology and genetics prepares the student to enter the practice of medical laboratory LEAP Online system . Students failing to remain current in these recommended); and 4 quarter/3 semester hours of math- • Failure to make the minimum semester grade point average science . Graduates are eligible to take the Medical Laboratory training areas will not be allowed in the clinical laboratories . ematics (algebra and statistics recommended) . one semester after probation or the minimum cumulative Scientist certification examination given by the American Society grade point average two semesters after probation will result of Clinical Pathology Board of Certification . • An overall GPA of 3 0. on a 4 .0 scale Criminal Background Check and Drug Screen in dismissal from the University . All students entering the MS in MLS degree program are • Personal interview • Note that the receipt of financial aid may also be impacted Service Work Policy required to have a criminal background check before matriculat- Service work is defined as performing the duties expected of • Three letters of recommendation when the grade point average falls below 3 0. . ing . The student’s ability to begin the clinical portion of the pro- an employee who is paid to perform those tasks as an unpaid • TOEFL/TSE if English is not the applicant’s first language gram and to complete certification and licensure requirements

228 229 student . Service work by students is not required nor permitted Science supports and is involved in the administration of the Children’s Hospital of Chicago, Loyola University Medical Center, Graduates are eligible to take the Medical Laboratory Scientist by the program . Students are present in the clinical laboratory to continuing education program offered to the professional staff and the University of Illinois Hospital and Health Sciences certification examination given by the American Society of learn the operation of the clinical laboratory . While learning and of Rush Medical Laboratories . System . It is the policy of the Rush University Department of Clinical Pathology Board of Certification; upon passing this upon demonstrating proficiency, students may perform clinical Medical Laboratory Science that all students admitted into the examination, they become certified as Medical Laboratory tests under the supervision of an instructor who is a certified program and who complete all first-year didactic courses will be Scientists, MLS (ASCP) . Students are not eligible to take the medical laboratory scientist . As such, students work on actual Service Activities guaranteed an opportunity to complete the clinical practicum at national certification examination until all degree requirements patient samples but at no time are they expected to, nor are one of our affiliated hospitals . are met . Verification of degree completion is required from the The Department of Medical Laboratory Science operates on they allowed to, perform service work without pay . program director by the American Society of Clinical Pathology the practitioner-teacher model . Faculty members are actively Graduates are eligible to take the Medical Laboratory Scientist Board of Certification . Graduation from the program is not con- There are numerous work-study jobs available to our students in involved in the medical laboratories of Rush University Medical certification examination given by the American Society of tingent on successfully passing a certification examination . the clinical laboratories as well as throughout the medical center Center, maintaining active research, supervisory and clinical Clinical Pathology Board of Certification; upon passing this and at our affiliate hospitals . Students are notified of open- positions in their specialty areas . Several faculty members hold examination, they become certified as Medical Laboratory Plan of Study for the Master of Science in Scientists, MLS (ASCP) . Students are not eligible to take the ings as the faculty are informed . Students and supervisors at joint appointments in Rush Medical College . They provide the Medical Laboratory Science Degree Program the clinical site must make a distinction between the student’s laboratory medicine courses for the medical college curriculum national certification examinations until all degree requirements time in the laboratory as a student learning and not being paid and the graduate nursing college curriculum . are met . Verification of degree completion is required from the Year 1 Credit Hours and when the student becomes an employee and is working in program director by the American Society of Clinical Pathology Fall Semester (18 Semester Hours) the laboratory for pay on tasks for which the student has been Board of Certification . Graduation from the program is not con- MLS-504 Clinical Chemistry I 3 specifically trained . Students should not be treated as employees Medical Laboratory Science tingent on successfully passing a certification examination . MLS-523 Clinical Immunology 3 MLS-525 Laboratory Fundamentals 6 during rotation time, which is typically between the hours of Pre-professional Program 7:00 a .m . and 3:30 p .m . What students do outside the time at MLS-514 Hematology I 6 The pre-professional curriculum for the Medical Laboratory which they are expected to be learning in the clinical laboratory Medical Laboratory Science: Spring Semester (15 Semester Hours) Science program is taken at an associated college or other is beyond the scope of control of the program . Master of Science Curriculum MLS-524 Clinical Immunohematology 4 accredited college or university and requires typically four years MLS-505 Clinical Chemistry II 3 of study, depending upon the college . These years are devoted The program is built around a core of basic and advanced theoretical knowledge and clinical practice . This combination of MLS-534 Clinical Microbiology I 6 Graduation Requirements to preparing the scientific foundation upon which the practice of medical laboratory science can be built . The first year empha- both theory and practice enhances the development of skilled, CHS-502 Research Methods 3 The Master of Science degree with a major in Medical sizes courses in biological, physical and behavioral sciences, knowledgeable professionals whose flexibility allows them to Summer Semester (16 Semester Hours) Laboratory Science requires a minimum of 80 semester hours . with options in the humanities . The succeeding years are used function at the highest level within the various laboratory set- MLS-535 Clinical Microbiology II 3 Candidates for the Master of Science degree must earn a 3 .0 to increase depth in the sciences as they relate more specifically tings available to graduates of the program . These areas include MLS-542 Research in MLS 6 cumulative grade point average in all computed upper-division to health fields and to enhance personal experience through a primary health care facilities, as well as research, educational MLS-515 Hematology II 3 credits taken at Rush University . A minimum of 40 semester broad choice of electives in the humanities . Specific course offer- and commercial laboratory settings across the country and the CHS-620 Health Care in America 2 hours of academic credit shall be earned as a graduate student ings and requirements may vary from campus to campus due to world . This rigorous program requires students to achieve a CHS-605 Introduction to Ethics in Health Care: 2 in academic residence at Rush University . Students must pass curriculum offerings, scheduling and course content . Required 3 .0 GPA on a 4 .0 scale in order to graduate . Students will get Interdisciplinary Perspectives IPE in order to graduate . Participation in cap and gown at com- prerequisite courses are completed before a student comes to hands-on experience in laboratory techniques and will develop a Year 2 Credit Hours mencement exercises is expected of all graduates . Rush and are listed above . thorough knowledge base in medical laboratory science, provid- Fall Semester (17 Semester Hours) ing a firm foundation for development and growth after gradua- MLS-580P Clinical Practicum - Chemistry 3 Professional Program tion . The mission of the faculty is to do more than train technical MLS-581P Clinical Practicum - Hematology 3 health care personnel, but to educate medical laboratory Educational Activities Students integrate the theory of medical science with the prac- MLS-584P Clinical Practicum - Immunohematology 3 professionals who can meet the current and future demands of The faculty of the Department of Medical Laboratory Science tice of medical laboratory procedures, learning basic theory and MLS-589 Clinical Laboratory Management 2 laboratory medicine . It is expected that students completing the are responsible for providing both the didactic course work and skills in hematology, clinical chemistry, immunology, immunohe- CHS-601 Introduction to Biostatistics 2 Master of Science degree in Medical Laboratory Science will be the clinical experiences necessary for students to successfully matology, molecular techniques and clinical microbiology in the CLM-502 Quality Systems & Regulatory Issues 3 the supervisors, managers and educators of the future . complete all degree requirements . first year, and go on to more advanced courses in those areas in Spring Semester (15 Semester Hours) the second year along with courses in management, education Students in the Master of Science in Medical Laboratory Science MLS-588 Comprehensive Review 2 and research to prepare students for supervisory, teaching and program will complete a rigorous research project consisting of MLS-582P Clinical Practicum - Microbiology I 3 Research Activities research positions . identification of the research problem and stating a hypothesis, MLS-583P Clinical Practicum - Microbiology II 3 designing and performing experiments to solve the research Faculty members in the Department of Medical Laboratory Students apply basic concepts learned in the first year of MLS-585P Clinical Practicum - Education 3 problem, interpreting and analyzing the data, and presenting Science engage in technical and educational research . Areas the program as they rotate through the laboratories of Rush MLS-586P Patient Care Techniques 2 the research study in written and oral formats, which may result include biochemistry, education, hematology, hospital admin- University Medical Center and affiliated hospitals . Currently, MLS-543 Research in MLS II 2 in publication in a peer-reviewed journal and/or presentation at istration, immunohematology, immunology, molecular oncol- affiliated hospitals include the Medicine, a professional society meeting . Total Semester Hours = 80 ogy and microbiology . The Department of Medical Laboratory Northwestern Memorial Hospital, Ann and Robert H . Lurie

230 231 DEPARTMENT OF MEDICAL PHYSICS patient care prepares students to become competent and com- • Creative activity and research resulting from the collaboration 8 . Modify standard procedures based on pathology, body habi- AND ADVANCED IMAGING passionate professionals dedicated to a career of service to soci- of faculty and students tus and nonroutine situations . ety . Learning is a lifelong process promoted when intellectual • Ethical behavior and professional integrity in addition to 9 . Demonstrate effective use of oral and writing skills . Medical Physics: Philosophy inquiry, creativity, self-awareness, self-direction, maturity and technical competence The Department of Medical Physics offers a program of study responsibility are valued . This process results in positive attitude 10 . Create effective medical imaging case presentation studies . • Civic engagement involved in collaborating with a variety and clinical research leading to the Master of Science degree . changes, knowledge acquisition and technical competence . 11 . Demonstrate critical thinking and problem-solving skills . The faculty members of the department are active in theoreti- of internal and external constituencies including health care The Imaging Sciences Program is dedicated to the mission of 12 . Demonstrate the value of professional development for cal and experimental research in medical physics and its clinical facilities and professional organizations the College of Health Sciences and Rush University in that it patient care and medical imaging practices . applications . The faculty’s diverse interests allow the department seeks to enroll a diverse student body in order to promote the Goals to offer a program that can satisfy students’ interests and needs values of diversity and inclusion of our program . The Bachelor of 13 . Demonstrate effective compassionate communication skills The Bachelor of Science in Imaging Sciences degree is dedicated in several areas of medical physics: Science in Imaging Sciences Program is committed to prepar- with diverse patient populations and support the core to clinical and academic excellence in teaching, scholarship, values of caring, integrity and discovery . • Dosimetry ing advanced-level imaging science professionals to provide service and patient care . The Imaging Sciences Program is high-quality diagnostic and interventional imaging procedures *Magnetic resonance imaging (MRI) students only • Imaging applied to medicine designed to provide students with an outstanding education to patients . in preparation for a satisfying professional career as advanced **Computed tomography (CT) and cardiac-interventional (CI) or • Radiation sources Mission imaging sciences practitioners as well as providing a foundation vascular-interventional (VI) radiography students only • Physics of radiation oncology for leadership in management and supervision, education and The Bachelor of Science in Imaging Sciences degree program is • Physics of diagnostic radiology clinical specialization . dedicated to the mission of the College of Health Sciences and Bachelor of Science • Physics of nuclear medicine Rush University . The Bachelor of Science in Imaging Sciences The overall purpose of the program is to provide a high quality degree is committed to preparing advanced-level imaging of education that is relevant and professionally sound to meet Imaging Sciences (BS) • Radiation protection science professionals to provide high-quality diagnostic and the advanced imaging needs in the health care community . Note for the current academic year: The College of Health interventional imaging procedures to patients . Inherent in this purpose is the goal to prepare imaging sciences Imaging Sciences Education Program: Sciences offers a Master of Science, major in Medical Physics, professionals who can demonstrate the knowledge, skills and Program Overview The mission of the Bachelor of Science in Imaging Sciences is degree that provides a curriculum to prepare practitioners . professional competencies needed to perform advanced-level to provide the highest quality of education to students through About the Profession Admission of students to this program in any given year is imaging in computed tomography (CT), magnetic resonance formal didactic and state-of-the-art clinical experiences that pre- Radiologic imaging science, also known as radiologic technology contingent on a number of factors, including availability of imaging (MRI), cardiac-interventional (CI), vascular-inter- pare our students to be imaging professionals who are patient or medical radiography, is the allied health profession respon- necessary resources, such as faculty, space and equipment, and ventional (VI) and other advanced imaging modalities while care focused, critical thinkers and engaged in lifelong learning . sible for diagnostic and interventional medical radiographic the level of interest expressed in the applicant pool . The pro- completing their bachelor’s degree . The program also seeks to enroll a diverse student body to pro- imaging . Imaging sciences professionals, under the supervision gram’s leadership has assessed these and other factors and has mote the values of diversity and inclusion in our program . Student Learning Outcomes of physicians, provide medical imaging services to patients . concluded that no new students will be admitted for the current 1 . Demonstrate a mastery of advanced medical imaging skills in academic year . Questions about the program and its future plans Vision either magnetic resonance imaging (MRI), computed tomog- The Program should be directed to the program director . The vision of the Imaging Sciences Program is to be a premier raphy (CT) or cardiac or interventional radiography by produc- The Rush University Bachelor of Science in Imaging Sciences educational program in imaging sciences by providing innova- ing diagnostic quality computed tomography (CT), magnetic program offers an opportunity for registered radiologic tech- tive curricular, clinical and continuing education services to the resonance imaging (MRI) or interventional angiographic nologists to advance their education by obtaining a bachelor’s Imaging Sciences Education Program diagnostic imaging community and the patients we serve . Our procedures . degree and skills that are significant to their current profession . vision is to transform lives through academic excellence, innova- This program offers the radiologic technologist an opportunity Degree Offered 2 . Apply proper positioning skills related to imaging procedures . Bachelor of Science in Imaging Sciences tion and leadership . for advancement in employment and prepares advanced medical 3 . Select appropriate technical factors for imaging procedures . imaging technologists for professional leadership roles . This aca- Values Statement of Educational Philosophy 4 . Justify the appropriate use of magnetic fields and adior demic degree program will provide graduates with the knowl- The Imaging Sciences faculty support the following values: edge, skills and professional competencies needed to perform The Bachelor of Science in Imaging Sciences Program faculty frequencies .* advanced-level imaging in computed tomography (CT), magnetic shares a set of beliefs consistent with the philosophies and • Student learning through the effective use of available educa- 5 . Select appropriate radiation protection practices on patients, resonance imaging (MRI), cardiac-interventional (CI), vascular- missions of Rush University and its clinical affiliates . The faculty tional opportunities including self and others .** interventional (VI) and other advanced imaging modalities . believes that the knowledge, attitudes and skills required for – Entry-level professional programs, advanced-level educa- 6 . Summarize patient history and interpret lab results pertinent professional medical imaging are best achieved through a tional programs, and continuing education offerings The Bachelor of Science in Imaging Sciences is a career ladder combination of theory and related clinical experiences . Clinical to imaging procedures . program to provide advanced training and education for certi- – Diverse patient populations application of theory-based knowledge in the technical aspects 7 . Evaluate image quality appropriately . fied imaging technologists . In addition to the program pre- of medical imaging, critical thinking, communication and quality – Broad spectrum of technology and health facilities requisites, the Bachelor of Science in Imaging Sciences degree

232 233 program requires a minimum of 74 semester credit hours taken • Prerequisite courses include English composition, college Prerequisite Courses at the upper-division undergraduate level . The professional algebra, chemistry, human anatomy and physiology, physics, phase of the program, which consists of imaging sciences course speech, humanities or social sciences, microbiology, statis- General Education Courses Semester Hours Quarter Hours work and clinical fieldwork, is completed at Rush University and tics and computer science . Note: Some prerequisites may Communications (English, composition) 6 9 its affiliated clinical sites . The program is dedicated to clinical be taken concurrently while enrolled in the program — for and academic excellence and includes more than 1000 hours of more information, contact the program . All general educa- Speech (oral communication) 3 4 in-hospital clinical practice . As a leadership program in imaging tion requirements must be met prior to the awarding of the Mathematics (college algebra or higher) 3 4 sciences, the program is designed to provide graduates with the bachelor’s degree . Humanities, philosophy or ethics 6 8 opportunity to gain the foundation needed to assume profes- • Successful completion of program prerequisites with a grade Fine arts (may not include a performance class) 3 4 sional leadership roles in clinical practice, clinical specialty areas, of at least “C” or higher from a regionally accredited college Social and behavioral sciences (must include at least one course in psychology) 9 12 education and management . or university Elective courses in communications, humanities, fine arts, philosophy, ethics, social sciences, 4 7 Students accepted into the professional phase normally begin • Associate’s degree in medical radiography or nuclear medi- life sciences, physical sciences or computer science to total 60 semester credit hours for course work in the fall quarter of the first year of the program, cine technology (not applicable if applying to the entry-level for the core general education requirements for the college . though students may begin taking classes at other times during MRI track) from a program accredited by the Joint Review Total 34 57 the year with permission of the program director . Course work Committee on Education in Radiologic Technology (JRCERT) in the professional phase may be taken on a full-time (over 24 or the Joint Review Committee on Educational Programs in Science Education Courses Semester Hours Quarter Hours months) or part-time basis . Each student will develop an indi- Nuclear Medicine Technology (JRCNMT) . Applicants who have Human anatomy and physiology (4 hrs . anatomy and 4 hrs . physiology) 8 10 vidualized program to be approved by the program director . As a successfully completed an accredited hospital-based program part of the program, graduates will complete the clinical training should contact the program director to determine if they may Chemistry (with lab) 4 5 required to be eligible for post-primary pathway to computed be admitted on this basis . Physics (with lab) 4 5 tomography, magnetic resonance imaging, cardiac-interven- Computer science (includes computer literacy) 3 4 tional (CI) or vascular-interventional (VI) certification offered by • Licensure or eligibility for accreditation in the practice of the American Registry of Radiologic Technologists (ARRT) . medical radiation technology by the Illinois Emergency Statistics 3 4 Management Agency (not applicable if applying to the entry- Medical terminology 2 3 *An entry-level magnetic resonance imaging (MRI) track is avail- level MRI track) able for students who are not licensed in radiography or nuclear Total 24 31 medicine . Licensure or eligibility for accreditation in the practice • Completed application to the program and submission of of medical radiation technology by the Illinois Emergency official transcripts for all college course work completed Management Agency is not required for successful completion • An interview is scheduled for selected applicants following Imaging Sciences Technical Standards • Identify information presented in accessible images of the MRI track, as MRI is a non-ionizing imaging modality . The review of the application materials . Rush University is committed to diversity and to attracting and from paper, slides, videos with audio description, and magnetic resonance imaging (MRI) entry-level track is recog- educating students who will make the population of health care transparencies . • Ability to perform the essential functions of the job nized as a MRI primary-pathway educational program by the professionals representative of the national population . • Identify information presented in images from paper, slides, American Registry of Radiologic Technologists (ARRT) . • All applicants whose native language is not English must videos and transparencies . Our core values — Innovation, Collaboration, Accountability, present evidence of proficiency in English by satisfactorily Respect and Excellence (ICARE) — translate into our work • Recognize and assess patient changes in mood, activity, completing the Test of English as a Foreign Language exami- with all students, including those with disabilities . Rush actively cognition, and verbal and nonverbal communication . Imaging Sciences Education Program: nation (TOEFL) . More information about this policy is in the collaborates with students to develop innovative ways to Use and Interpret Admission Requirements main College of Health Sciences section of this catalog . ensure accessibility and creates a respectful accountable culture • Use and interpret information from assessment techniques/ Requirements for admission to the professional phase of the through our confidential and specialized disability support . maneuvers . Use and interpret information related to physi- program in imaging sciences include the following: Rush is committed to excellence in accessibility; we encourage ologic phenomena generated from diagnostic tools . students with disabilities to disclose and seek accommodations . • Completion of 60 semesters or 90 quarter hours of col- Motor lege or university credit at a regionally accredited college or The following technical functions are required of all students • Possess psychomotor skills necessary to provide or assist university enrolled in the Imaging Sciences program: in holistic imaging sciences care and perform or assist with • Minimum overall GPA of at least 2 5. out of 4 .0 in all college/ Acquire Information procedures and treatments . university course work • Acquire information from demonstrations and experiences in • Practice in a safe manner and appropriately provide imaging courses such as lecture, group, and physical demonstrations . sciences care and assessment in emergencies and life sup- port procedures and perform universal precautions against • Acquire information from written documents and computer contamination . systems (e .g ., literature searches & data retrieval) .

234 235 Communication Marie Ferro-Lusk, MBA, MSW, LSW Imaging Sciences Program Technical Standards Resources and Policies section of this catalog contains Rush • Communicate effectively and sensitively with patients and Manager, Office of Student Disability Services Rush University is committed to diversity and to attracting and University academic policies . families . Rush University educating students who will make the population of health care 600 S . Paulina St . AAC 440 Rush University Policies and Procedures for • Communicate effectively with faculty, preceptors and all professionals representative of the national population . Chicago, IL 60612 members of the health care team during practicum and Students With Disabilities (312) 942-5237 Our core values — Innovation, Collaboration, Accountability, other learning experiences . Respect and Excellence (ICARE) — translate into our work with Rush University is committed to attracting and educating Marie_S_Ferro-Lusk@rush .edu students who will help to make the health care profession • Accurately elicit information including a medical history and all students, including those with disabilities . representative of the national population, including individuals other information to adequately and effectively evaluate a Rush actively collaborates with students to develop innovative with disabilities . Part of Rush University’s mission is to promote population’s, client’s or patient’s condition . Imaging Sciences Education Program: ways to ensure accessibility and creates a respectful account- diversity among its student population and to provide equal Intellectual Ability Academic Policies able culture through our confidential and specialized disability access to its facilities, programs, services and learning oppor- • Measure, calculate, reason, analyze, and synthesize support . Rush is committed to excellence in accessibility; we tunities . In keeping with this mission, the University encour- Good Academic Standing data related to diagnosis and treatment of patients and encourage students with disabilities to disclose and seek ages students with disabilities to engage the Office of Student populations . High academic performance is expected in required courses . If accommodations . Disability Services as soon as they begin their program . a student earns grades lower than “C” or their cumulative GPA • Exercise proper judgment and complete responsibilities in falls below a 2 .5, the student may not be permitted to register Grievance Policy - Student Appeals Students should feel free to contact Marie Ferro-Lusk, manager a timely and accurate manner according to the imaging of student disability services for Rush University, to engage for subsequent courses and may be subject to dismissal from the Normal communication regarding course or program policy sciences role . in a confidential conversation about the process for request- program . Students who withdraw or who have been dismissed should be first directed to the instructor assigned to the course ing reasonable accommodations in the classroom and clinical • Synthesize information, problem solve, and think critically to from the program must reapply and will be considered as a new or clinical section involved . If the student is unable to satisfy settings . Accommodations are not provided retroactively at the judge the most appropriate theory, assessment, or treat- applicant . Students requesting readmission must submit a letter his or her inquiry or request at that level, the matter should be University . Additional information can be found online at the ment strategy . to the college Office of Admissions . referred to either the clinical director (in the case of clinical prac- Office of Student Disability website or by contacting the Office Behavioral tice) or the department chair (in the case of academic course Academic Probation of Student Disability Services . • Maintain mature, sensitive, effective relationships with work or policy) . If the matter in question cannot be resolved at clients/patients, families, students, faculty, staff, preceptors During the program, if a student’s performance is unsatisfac- that level, it should be directed to the Committee on Progress To respect student’s privacy and ensure a thoughtful interactive and other professionals under all circumstances . tory (GPA less than 2 .5 or a letter grade of less than “C”), he and Promotions for Imaging Sciences . This committee will discussion, students should not make accommodation requests or she may not be permitted to register for subsequent classes . either resolve the matter in question to the student’s satisfac- to individual faculty members, lecturers or course directors; • Exercise skills of diplomacy to advocate for patients in need . The student will be subject to dismissal from the program . If tion or instruct the student on available mechanisms for appeal instead, please contact: • Possess emotional stability to function under stress and the student wishes to reenter the program, he or she must as described in the University Catalog and University Student Marie Ferro-Lusk, MBA, MSW, LSW adapt to rapidly changing environments inherent to the reapply and will be considered on the same basis as any new Handbook . Manager, Office of Student Disability Services classroom and practice settings . applicant . Students who voluntarily withdraw from the program, Phone: (312) 942-5237 either passing or failing, have no guarantee of reinstatement to Character Comprehensive Examination Email: Marie_S_Ferro-Lusk@rush .edu the program . Students requesting readmission to the program • Demonstrate concern for others . At the end of the program, the student will complete an end- should submit a letter to that effect to the Committee on of-program competency assessment examination, as well as Information on requesting accommodations for disabil- • Demonstrate integrity, accountability, interest and Progress and Promotion for Imaging Sciences . meet graduation and program completion requirements (see ities is available in the student catalog and below. For motivation . Graduation Requirements) . Students who do not successfully information or to request an accommodation, please • Demonstrate intent and desire to follow the Rush University Clinical Work complete the examination will receive an Incomplete for the contact your college representative listed below. and Imaging Sciences Code of Ethics . Students must maintain a cumulative GPA in the program of at third clinical rotation and will retake the examination prior to Rush University Student Disability Assessment Team least 2 .5 . Unless otherwise described in each course syllabus, the beginning of the next quarter . Those failing the examination (RUSDAT) The technical standards delineated above must be met with the minimum satisfactory grade for course credit is 75% (a letter twice will be enrolled in a directed Independent Study during College of Health Sciences - Joanne Schupbach, MS, MA or without accommodation . Students who, after review of the grade of “C”), and all stipulated segments of a course must be the next term for remediation . Those failing the examination on (312) 942-3676 technical standards, determine that they require reasonable passed by this standard . Students must demonstrate proficiency the third attempt will be subject to dismissal from the program . Joanne_E_Schupbach@rush .edu accommodation to fully engage in the program should contact in all clinical skills presented to pass clinical courses . For all clini- Those students may reapply to the program (see Procedures for the Office of Student Disability Services to confidentially dis- cal courses, the final exam must be passed at the designated Readmission) . Further information can be found at: cuss their accommodation needs . Given the clinical nature of cut score, and a grade of “C” or better must be maintained to https://www .rushu .rush .edu/office-student-disability-services our programs, time may be needed to implement the accom- successfully complete each clinical practice to continue in the College of Health Sciences/Rush University modations . Accommodations are never retroactive; therefore, program . Academic Policies timely requests are essential and encouraged . To learn more Academic policies specific to the College of Health Sciences about accommodations at Rush University, please contact: are located earlier in this catalog . In addition, the Academic

236 237 Imaging Sciences Program Curriculum IS Program Curriculum for Magnetic Resonance IS Program Curriculum for Vascular Interventional Entry-Level Magnetic Resonance Imaging (MRI) Tracks Imaging (MRI) Track (ARRT Students) Radiography (VIR) Track Curriculum IS Program Curriculum for Computed Tomography Fall 1 Credit by ARRT Proficiency SH Fall 1 SH The Bachelor of Science in Imaging Sciences, Magnetic Resonance Imaging (MRI) track, was designed originally to IS-305 Introduction to Imaging Sciences 3 IS-310 Sectional Anatomy & Pathology 5 (CT) Track accommodate applicants licensed in radiography or nuclear (Credit by ARRT Proficiency) IS-314 Pathophysiology 4 Fall 1 SH medicine . Since that time, there has been increased interest IS-307 Introduction to Patient Care 3 IS-328 Vascular Interventional Technology 6 from unlicensed highly qualified applicants . This entry-level track IS-310 Sectional Anatomy & Pathology 5 (Credit by ARRT Proficiency) Total 15 Semester Hours in Magnetic Resonance Imaging (MRI) adds three additional IS-314 Pathophysiology 4 Total 6 Semester Hours Spring 1 SH patient care courses to the existing MRI curriculum . These IS-337 Computed Tomography (CT) Physics 3 Fall 1 SH IS-318 Patient Assessment 3 courses will serve as bridge courses to provide those students IS-453 Computed Tomography Positioning 3 who are unlicensed in radiography or nuclear medicine the IS-310 Sectional Anatomy & Pathology 5 IS-331 Education 3 and Protocols academic content needed to be successful in the program . IS-463 Research & Statistical Methods 3 IS-325 Pharmacology and Radiologic Total 15 Semester Hours IS-314 Pathophysiology 4 Contrast Agents 3 Fall 1 SH Spring 1 SH Total 12 Semester Hours IS-338 Advanced Radiation Biology 3 IS-305 Introduction to Imaging Sciences 3 IS-318 Patient Assessment 3 Spring 1 SH Total 12 Semester Hours IS-307 Introduction to Patient Care 3 IS-331 Education 3 IS-336 MRI Physics 5 Summer 1 SH IS-310 Sectional Anatomy & Pathology 5 IS-325 Pharmacology and Radiologic IS-318 Patient Assessment 3 IS-447P Clinical Practicum I 6 IS-314 Pathophysiology 4 Contrast Agents 3 Total 15 Semester Hours IS-454 Health Care Ethics and Cultural Competence 4 IS-448 Clinical Seminar I 3 IS-338 Advanced Radiation Biology 3 Spring 1 SH IS-444 MRI Positioning and Protocols 4 IS-458 Leadership 3 Total 12 Semester Hours IS-336 MRI Physics 5 Total 16 Semester Hours Total 12 Semester Hours Summer 1 SH IS-318 Patient Assessment 3 Summer 1 SH Fall 2 SH IS-447P Clinical Practicum I 6 IS-325 Pharmacology and Radiologic Contrast Agents 3 IS-447 P Clinical Practicum I 6 HSC-364 Health Care Systems and Policies 1 IS-448 Clinical Seminar I 3 IS-444 MRI Positioning and Protocols 4 IS-448 Clinical Seminar I 3 IS-457P Clinical Practicum II 6 IS-458 Leadership 3 Total 15 Semester Hours IS-325 Pharmacology and Radiologic 3 IS-449 Clinical Seminar II 3 Total 12 Semester Hours Summer 1 SH Contrast Agents IS-463 Research & Statistical Methods 3 Fall 2 SH IS-448P Clinical Practicum I 6 IS-340 MRI Safety 3 Total 13 Semester Hours HSC-364 Health Care Systems and Policies 1 IS-446 Clinical Seminar I 3 Total 15 Semester Hours Spring 2 SH IS-457P Clinical Practicum II 6 IS-331 Education 3 Fall 2 SH IS-467P Clinical Practicum III 6 IS-449 Clinical Seminar II 3 IS-458 Leadership 3 HSC-364 Health Care Systems and Policies 1 IS-468 Clinical Seminar III 3 IS-463 Research & Statistical Methods 3 Total 15 Semester Hours IS-457P Clinical Practicum II 6 IS-454 Health Care Ethics and Cultural Competence 4 Total 13 Semester Hours Fall 2 SH IS-449 Clinical Seminar II 3 HSC-364 Health Care Systems and Policies 1 Spring 2 SH Total 13 Semester Hours Total 10 Semester Hours IS-457P Clinical Practicum II 6 IS-467P Clinical Practicum III 6 Program Total: 65 SH Spring 2 SH IS-449 Clinical Seminar II 3 IS-468 Clinical Seminar III 3 IS-467P Clinical Practicum III 3 IS-463 Research & Statistical Methods 3 IS-454 Health Care Ethics and Cultural Competence 4 NOTE: All professional, leadership and clinical courses require a grade of IS-468 Clinical Seminar III 3 “C” or better for the student to continue in the degree program course Total 13 Semester Hours Total 13 Semester Hours IS-331 Education 3 sequence with a major in Imaging Sciences . Failure to complete an Spring 2 SH Program Total: 65 SH IS-458 Leadership 3 Imaging Sciences professional course with a letter grade of “C” IS-467P Clinical Practicum III 6 or better will subject the student to review by the Committee IS-468 Clinical Seminar III 3 Total 15 Semester Hours on Progress and Promotions and may result in the student NOTE: All professional, leadership and clinical courses require a grade of IS-454 Health Care Ethics and Cultural Competence 4 Program Total = 74 SH – 6 SH being dismissed from the program. Students readmitted to the “C” or better for the student to continue in the degree program course IS-340 MRI Safety 3 sequence with a major in Imaging Sciences . Failure to complete an (credit by ARRT proficiency) = 68 SH program at times other than the fall quarter of the second year will pick up the course sequence as prescribed by the Committee on Progress and Total 16 Semester Hours Imaging Sciences professional course with a letter grade of “C” NOTE: All professional, leadership and clinical courses require a grade of Promotions for Imaging Sciences . Program Total: 74 SH or better will subject the student to review by the Committee “C” or better for the student to continue in the degree program course on Progress and Promotions and may result in the student sequence with a major in Imaging Sciences . Failure to complete an NOTE: All professional, leadership and clinical courses require a grade of “C” or better for the student to continue in the degree program course being dismissed from the program. Students readmitted to the Imaging Sciences professional course with a letter grade of “C” program at times other than the fall quarter of the second year will pick sequence with a major in Imaging Sciences . Failure to complete an or better will subject the student to review by the Committee Imaging Sciences professional course with a letter grade of “C” up the course sequence as prescribed by the Committee on Progress and on Progress and Promotions and may result in the student or better will subject the student to review by the Committee Promotions for Imaging Sciences . being dismissed from the program. Students readmitted to on Progress and Promotions and may result in the student the program at times other than the fall quarter of the second being dismissed from the program . Students readmitted to the year will pick up the course sequence as prescribed by the program at times other than the fall quarter of the second year will pick Committee on Progress and Promotions for Imaging Sciences. up the course sequence as prescribed by the Committee on Progress and Promotions for Imaging Sciences .

238 239 Imaging Sciences Education Program: Magnetic Resonance Imaging (MRI) Track CH Vascular Ultrasound and at two or more vascular laboratories during the year . The clinical Graduation Requirements IS-336 MRI Physics 5 Technology, BS sites include university hospitals in Chicago, as well as some community hospitals and out-of-state sites . During the second IS-340 MRI Safety 3 Degree requirements that must be met include the following: Mission year, students also participate in senior lectures, patient case IS-444 Magnetic Resonance Imaging (MRI) 4 1 . Satisfactory completion of all general education course work The mission of the Vascular Ultrasound and Technology Program presentations and vascular lab conference . Students earn a Positioning and Protocols as listed is to improve the quality and availability of diagnostic vascular Bachelor of Science degree and are eligible to take the certifica- Entry Level Magnetic Resonance CH ultrasound examinations for patients by educating students in tion examination to become a registered vascular technologist 2 . Completion of each required IS professional course with a Imaging (MRI) Track the knowledge, skills and behavior necessary to competently (RVT) before graduation due to the program’s status as an grade of “C” or better IS-336 MRI Physics 5 perform vascular ultrasound examinations . accredited ultrasound program through CAAHEP (Commission 3 . Cumulative grade point average (GPA) of 2 .5 or better IS-340 MRI Safety 3 on Accreditation of Allied Health Educational Programs) . IS-444 Magnetic Resonance Imaging (MRI) 4 4 . Successfully complete a comprehensive end-of-program Goals Positioning and Protocols competency assessment The primary goal of the program is to prepare competent Program Accreditation IS-305 Introduction to Imaging Sciences 3 entry-level vascular technologists in the cognitive (knowledge), The program is accredited by the Commission on Accreditation Courses IS-307 Introduction to Patient Care 3 psychomotor (skills) and affective (behavior) competencies nec- of Allied Health Educational Programs (CAAHEP) at 25400 US Vascular Interventional Radiography CH essary to perform vascular ultrasound examinations . A secondary Highway 19 North, Suite 158, Clearwater, Florida 33763, or IS Program Core Courses CH (VIR) Track goal is to offer a broader understanding of the profession to the www .caahep .org, (727) 210-2350, through the Joint Review IS-481P Clinical Specialty Practicum 6 IS-328 Vascular Interventional Technology 6 students through basic education in professional practices . Committee on Education in Diagnostic Medical Sonography IS-454 Health Care Ethics and Cultural Competence 4 IS-338 Advanced Radiation Biology 3 (JRC-DMS) . IS-457P Clinical Practicum II 6 IS-458 Leadership 3 IS-463 Research & Statistical Methods 3 Vascular Ultrasound and Technology: IS-467P Clinical Practicum III 6 Overview Vascular Ultrasound and Technology: Admission Requirements IS-468 Clinical Seminar III 3 Description of the Profession IS-331 Education 5 The vascular sonographer plays a vital role in the diagnosis and • A minimum of 60 semester (90 quarter) hours earned at an IS-447P Clinical Practicum I 6 treatment of patients with disorders of arteries and veins . These accredited college or university is required . IS-448 Clinical Seminar I 3 include atherosclerosis that may result in strokes or gangrene • The minimum cumulative GPA is 2 .50 on a 4 .0 scale . IS-449 Computed Tomography (CT) Positioning 3 of the extremities, blood clots in veins that may break off However, 100% of students admitted in the previous two and Protocols and travel to the lungs and possibly cause death, aneurysms years had a cumulative incoming GPA over 2 75. . IS-310 Sectional Anatomy and Pathology 5 that may burst, and many other pathologies of the circulatory • Effective Jan . 1, 2009, all entering students must complete IS-314 Pathophysiology 4 system . A vascular sonographer is responsible for taking the the core general education requirements below with a IS-318 Patient Assessment 3 patient’s history; performing the appropriate test using high- minimum grade of C in order to be eligible for the Bachelor IS-325 Pharmacology & Radiologic Contrast Agents 3 tech, noninvasive equipment such as ultrasound; documenting in Science degree awarded by Rush University: Computed Tomography (CT) Track CH and analyzing the data and images; and preparing a preliminary IS-337 Computed Tomography (CT) Physics 3 report for the physician to interpret . The sonographer has exten- Required courses must be completed within the last 10 years . sive direct interaction with patients, physicians, coworkers and Please email the CHS admissions office at chs_admissions@ IS-338 Advanced Radiation Biology 3 other hospital personnel . The work requires physical, intellectual rush .edu if you have a question about which particular courses IS-453 Computed Tomography Positioning 3 and communication skills . from your college will cover these prerequisites . and Protocols Program Description Students in the Vascular Ultrasound and Technology Program are taught by vascular sonographers and physicians who are experi- enced practitioner-teachers in the field . The basic program is full time and consists of 20 months (5 semesters) of study . The first two semesters consist of classroom instruction, student labora- tory practice with models, and observation of patient examina- tions . The second-year students primarily perform the vascular examinations learned during the first year on patients under the direction of credentialed and experienced vascular sonographers

240 241 Requirements Semester Credits Hours/Quarter Credit Hours Motor the Office of Student Disability Services to confidentially discuss • Possess psychomotor skills necessary to provide or assist in their accommodation needs . Given the clinical nature of our Requirements Semester Hours Quarter Hours holistic vascular ultrasound and technology care and perform programs, time may be needed to implement the accommoda- or assist with procedures and treatments . tions . Accommodations are never retroactive; therefore, timely Two courses in COMMUNICATIONS requests are essential and encouraged . To learn more about English composition is required . 6 9 • Practice in a safe manner and appropriately provide vascular accommodations at Rush University, please contact: The second course may be in composition, speech or other communication topic. ultrasound and technology care and assessment in emer- gencies and life support procedures and perform universal Marie Ferro-Lusk, MBA, MSW, LSW One course in MATHEMATICS 3 4 precautions against contamination . Manager, Office of Student Disability Services College algebra or higher-level math is required . More math courses are highly recommended . Communication Rush University Two courses in LIFE SCIENCES 600 S . Paulina St . AAC 440 • Communicate effectively and sensitively with patients and Human anatomy and physiology is required . (Two semesters are highly recommended .) 6 9 Chicago, IL 60612 families . The second course may be in anatomy, biology, microbiology, pathophysiology, (312) 942-5237 physiology or other life science topic . • Communicate effectively with faculty, preceptors and all Marie_S_Ferro-Lusk@rush .edu members of the health care team during practicum and other One course in PHYSICAL SCIENCES learning experiences . General physics is required . Chemistry is highly recommended . Please be sure to fulfill 3 4 this requirement by taking a physics course that is for science majors . • Accurately elicit information including a medical history and Vascular Ultrasound and Technology: other information to adequately and effectively evaluate a One course in SOCIAL SCIENCES 3 4 Academic Policies population’s, client’s or patient’s condition . (i e. ., government, history, political science, psychology, sociology) Intellectual Ability Good Academic Standing One course in HUMANITIES High academic performance is expected in required courses . • Measure, calculate, reason, analyze, and synthesize (i e. . ethics, fine arts, literature, philosophy) 3 4 Students will be considered in good standing unless placed on data related to diagnosis and treatment of patients and Ethics is highly recommended . Performance courses do not meet this requirement . academic probation . An annual cumulative grade point aver- populations . Elective courses in communications, computer science, ethics, fine arts, humanities, age of at least 2 0. is required to be eligible to continue in the • Exercise proper judgment and complete responsibilities in a life sciences, literature, philosophy, physical sciences or social sciences to total 36 56 program . A grade of C or higher in the required courses is neces- timely and accurate manner according to the vascular ultra- 36 semester (56 quarter) hours . sary to be eligible to continue in the program; a grade of D or sound and technology role . F may result in dismissal from the program . The faculty reserves Total 60 90 • Synthesize information, problem solve, and think critically to the right to request the withdrawal of a student whose conduct, judge the most appropriate theory, assessment or treatment health or performance demonstrates lack of fitness for continu- • Applicants who have taken their prerequisite course work at The following technical functions are required of all students strategy . ance in a health profession . Any such student not voluntarily a university outside the United States must have their course enrolled in the Vascular Ultrasound and Technology program: withdrawing will be dismissed from the University . work evaluated by the Education Credential Evaluators (ECE) . Behavioral Acquire Information • Maintain mature, sensitive, effective relationships with cli- • Three recommendations are required on the recommendation • Acquire information from demonstrations and experiences in ents/patients, families, students, faculty, staff, preceptors and Academic Probation forms provided in the application . These recommendations courses such as lecture, group, and physical demonstrations . other professionals under all circumstances . Academic probation is assigned to any student who receives a should be from previous instructors and employers (prefer- semester grade point average below 2 .0, or whose cumulative • Acquire information from written documents and computer • Exercise skills of diplomacy to advocate for patients in need . ably from two instructors and one employer) . GPA falls below 2 0. . Students placed on probation have one systems (e .g ., literature searches & data retrieval) . • Possess emotional stability to function under stress and adapt semester in which to regain good standing . Failure to do so may Vascular Ultrasound and Technology: Technical • Identify information presented in accessible images to rapidly changing environments inherent to the classroom result in dismissal from the University . Standards from paper, slides, videos with audio description, and and practice settings . transparencies . Rush University is committed to diversity and to attracting and Character Clinical Work educating students who will make the population of health care • Identify information presented in images from paper, slides, • Demonstrate concern for others . A student may not be paid as an employee during clinical professionals representative of the national population . videos and transparencies . • Demonstrate integrity, accountability, interest and motivation . credit hours . Also, a student may not count any paid work as an Our core values — Innovation, Collaboration, Accountability, • Recognize and assess patient changes in mood, activity, employee for clinical credit hours in the program . • Demonstrate intent and desire to follow the Rush University Respect and Excellence (ICARE) — translate into our work cognition, and verbal and nonverbal communication . and Vascular Ultrasound and Technology Code of Ethics . with all students, including those with disabilities . Rush actively Use and Interpret Blood-Borne Pathogen and Communicable The technical standards delineated above must be met with collaborates with students to develop innovative ways to • Use and interpret information from assessment techniques/ Disease Policy ensure accessibility and creates a respectful accountable culture or without accommodation . Students who, after review of the maneuvers . Use and interpret information related to physi- If a student is exposed to a blood-borne pathogen or commu- through our confidential and specialized disability support . technical standards, determine that they require reasonable ologic phenomena generated from diagnostic tools . nicable disease, he or she should report to the emergency room Rush is committed to excellence in accessibility; we encourage accommodation to fully engage in the program should contact for care . students with disabilities to disclose and seek accommodations .

242 243 Student Academic Appeals and Grievance College of Health Sciences/Rush University Advanced Placement in conjunction with collegial interaction, problem solving and Procedure Academic Policies Admitted students who have passed the American Registry for clinical reasoning, and analysis and synthesis of information . The A student wishing to appeal an academic decision should follow Please see the College of Health Sciences academic policies Diagnostic Medical Sonography (ARDMS) Sonography Principles graduate emerges as a competent therapist who has main- the College of Health Sciences appeal process in the College of section of the University catalog . In addition, the Academic and Instrumentation (SPI) exam or earned the RVT (Registered tained initial curiosity and added to it through increased ability Health Sciences policies section of the University catalog . Resources and Policies section of this catalog contains Rush Vascular Technologist) credential may request advanced place- for creative thinking . Because of experiences in self-directed University academic policies . ment status after acceptance in the program . With proof of learning and self-identification of needs, the graduate is able to passing these credentialing exams, students can qualify to be responsible and responsive to the needs of the profession . Vascular Ultrasound and Technology: Curriculum receive credits according to the advanced placement description The graduate is expected to be a lifelong learner capable of 1 CREDIT HOUR vs CONTACT HOURS; 1 CLASS = 1 HR/WK = 50 minutes; 1 LAB CLASS = 2 HR/WK = 100 minutes; 1 CLINICAL CLASS = 40 HRS/WK on the Vascular Ultrasound Program website: www .rushu .rush . maintaining professional integrity when faced with challenges and complexities of contemporary health care . Course Number and Name Semester Credit Hours edu/vastech . Fall Semester Year 1 VAS-305 Vascular Anatomy, Physiology, and Pathophysiology 2 Professional Orientation VAS-310 Patient Care Class & Lab 2 DEPARTMENT OF OCCUPATIONAL Since the Rush graduates will be prepared to work in a variety VAS-320 Ultrasound Physics, Physical Principles and Instrumentation I 2 THERAPY of traditional and nontraditional settings, their practice base is the result of broad experiences within the many arenas of VAS-320L Physics and Instrumentation Lab 1 Mission VAS-330 Venous Procedures 2 occupational therapy . The graduates have the ability to add VAS-330L Venous Procedures Lab 1 The Department of Occupational Therapy is committed to teach, increasing amounts of depth and validation to their treatment VAS-340 Arterial Physiologic and Duplex Procedures 3 investigate, and provide the very best quality health care using a programs as a result of their involvement and experiences with VAS-340L Arterial Physiologic Procedures Lab 1 unique practitioner-teacher-investigator model . The department problem-solving approaches to therapy . Given the combination IPE IPE Interprofessional Education promotes excellence in service and addressing diversity in our of breadth and depth of knowledge and experience related to Subtotal 16 communities . occupational therapy treatment, the primary strength of Rush Spring Semester Year 1 University graduates will be their ability to function as highly VAS-325 Ultrasound Physics, Physical Principles and Instrumentation II 2 resourceful practitioners . As in the past, and for the foreseeable VAS-345L Advanced Duplex Ultrasound Procedures Lab 1 Occupational Therapy: Program future, the role of the practitioner is the core of all occupa- VAS-350 Cerebrovascular Procedures (Car and TCD) 2 Overview tional therapy . The practitioner who is able to base treatment VAS-350L Cerebrovascular Procedures Lab (Car & TCD) 1 on established fact, use internal and external resources, and VAS-360 Abdominal Vascular Procedures Class and Lab 2 The Department of Occupational Therapy offers a graduate engage in clinical reasoning and problem solving is the practi- VAS-370 General Pathophysiology (online) 3 program that prepares the student for unique contributions to tioner who will contribute to the credibility and viability of the VAS-380 Professional Practices 3 the field of occupational therapy . This professional-level program profession . It is this type of practitioner who is expected to be VAS-390 Intro to Research Class and Lab 2 is designed for individuals with baccalaureate degrees in other the product of the Rush program . IPE 502 IPE Interprofessional Education fields who are seeking to become occupational therapists . Subtotal 16 The graduates of the program are able to enter the clinical Clinical Year, Summer Semester Year 1 Educational Orientation arena competently and confidently, applying their clinical skills VAS-411 Clinical Skills I 10 The professional graduate program at Rush University is and expanding upon those skills as individual situations require . VAS-421 Professional Skills I 1 designed for the student who has acquired a variety of life This continuous process of assessment and expansion contrib- VAS-441 Senior Cases/Lectures I 1 experiences through previous educational, vocational and avo- utes to the personal and professional growth vital to occupa- Subtotal 12 cational activities . The program values the incorporation of these tional therapists . The role of the clinician, as it is understood in Clinical Year, Fall Semester Year 2 life experiences into the educational activities of the program . this context, incorporates other major roles of the therapist . As VAS-412 Clinical Skills II 6 The educational approach utilized in the program that best the Rush program is designed, the students have the oppor- VAS-422 Professional Skills II 1 addresses these spheres is based on theories of adult learning . tunity to explore the functions of the therapist as an educator, VAS-451 Cumulative Clinical Skills I 4 By basing the program on adult learning theories, it is possible researcher and manager from the practitioner’s perspective . VAS-442 Senior Cases/Lectures II 1 The involvement of the student in these other roles is another Subtotal 12 to build on the students’ past, connect it to their activities of the present and predict a future of competent, capable responses to major strength of the program . The additional roles of educator, Clinical Year, Spring Semester Year 2 manager and researcher cannot be separated from the practitio- VAS-413 Clinical Skills III 7 the needs of the profession . The program is designed to enable ner’s role . VAS-423 Professional Skills III 1 the student to learn not only the content and theories of occu- VAS-452 Cumulative Clinical Skills II 4 pational therapy, but also the process of utilizing the multiple Accreditation and Certification VAS-443 Senior Cases/Lectures III/Comprehensive Review and Exam 2 resources of the learning environment, including teachers and Subtotal 14 peers . A series of carefully designed learning experiences, occur- The Occupational Therapy program is accredited by the Total Semester Credit Hours: 69 ring within and outside the classroom, promote independence Accreditation Council for Occupational Therapy Education

244 245 (ACOTE) of the American Occupational Therapy Association . to their activities of the present, and predict a future in which member and by the Rush University Code of Conduct . Any such collaborates with students to develop innovative ways to Additional information can be obtained by contacting: they are competent and capable to respond to the needs of the student not voluntarily withdrawing will be dismissed from the ensure accessibility and creates a respectful accountable culture profession . University . Only grades of A, B, C or P may fulfill degree require- through our confidential and specialized disability support . Accreditation Council for Occupational Therapy Education ments in all nonelective courses listed in the curriculum outline . Rush is committed to excellence in accessibility; we encourage (ACOTE) These learning experiences, occurring within and outside the Students will be considered in good standing at Rush University students with disabilities to disclose and seek accommodations . c/o Accreditation Department classroom, promote independence in conjunction with faculty unless placed on academic probation . Academic probation is American Occupational Therapy Association (AOTA) mentorship, problem solving, and critical thinking . Because of The following technical functions are required of all students assigned to any student who earns a semester grade point aver- 4720 Montgomery Lane, Suite 200 the graduate’s experience in self-directed learning, he or she enrolled in the Occupational Therapy program: age of 2 .99 and below . Full-time students placed on probation Bethesda, MD 20814-3449 is able to be responsible and responsive to the needs of the must earn a cumulative average of 3 0. or above by the end of Acquire Information (301) 652-6611 ext . 2042 increasingly dynamic profession . The graduate is a potential the next consecutive semester . Part-time students placed on www .acoteonline .org learner in the field who is able to work in the traditional and • Acquire information from demonstrations and experiences in probation must earn a cumulative average of 3 0. or above at diverse occupational therapy settings, but more importantly, the courses such as lecture, group, and physical demonstrations . Graduates will be eligible to sit for the national certification the end of the next two consecutive semesters . Students who graduate is flexible, autonomous, and informed so as to adapt • Acquire information from written documents and computer examination for the occupational therapist administered by the fail to meet minimum cumulative GPA requirements within the to the changing demands of practice . systems (e .g ., literature searches & data retrieval) . National Board for Certification in Occupational Therapy, Inc . time frame specified above will be automatically dismissed from • Identify information presented in accessible images (NBCOT) . Additional information can be obtained by contacting: the program . from paper, slides, videos with audio description, and NBCOT, Inc . Master of Science Students placed on academic probation for the first time must transparencies . One Bank Street, Suite 300 meet with their advisor and establish an action plan prior to the • Identify information presented in images from paper, slides, Gaithersburg, MD 20878 Occupational Therapy, MS beginning of the next semester . If a student is placed on proba- videos and transparencies . (301) 990-7979 Occupational Therapy, MS: Admission tion a second time, he or she must petition and meet with the • Recognize and assess patient changes in mood, activity, Student Performance and Academic Review Committee (SPARC) After successful completion of this exam, the individual will be Requirements cognition, and verbal and nonverbal communication . and provide an action plan that is acceptable to SPARC in order an Occupational Therapist, Registered (OTR) . In Illinois, occu- The Department of Occupational Therapy is no longer accepting to continue in the program . The student will also be responsible Use and Interpret pational therapists must be licensed in order to practice, and applications for its occupational therapy MS program . See below to meet on a regular basis with his or her advisor to monitor the state licensure is based on the results of the NBCOT certifica- for the admission requirements for the Occupational Therapy • Use and interpret information from assessment techniques/ progress of the aforementioned action plan’s implementation . A tion examination . This is true in many other states, but specific Doctorate program . maneuvers . Use and interpret information related to physi- requirements for licensure may be determined by contacting student who is placed on probation for a third time for didactic ologic phenomena generated from diagnostic tools . course work will automatically be dismissed from the program . individual state licensing boards . Motor A student receiving a grade of D, F, No Pass (N), WF or WN in • Possess psychomotor skills necessary to provide or assist in Occupational Therapy, MS: a required course must repeat the course at the next academic Program Philosophy holistic occupational therapy care and perform or assist with Academic Policies offering and earn at least a B (or Pass for Pass/No Pass courses) Occupational therapists recognize humans as persons engaged procedures and treatments . to remain in the program . Only one D, F, No Pass (N) or WN is in and organized around occupations . When dysfunction pre- Enrollment allowed for the entire program . In the event a student receives • Practice in a safe manner and appropriately provide occu- vents doing, occupational therapists enable doing in a variety of The academic program is a 27-month program . Instruction is a second D, F, No Pass (N), WF or WN at any other time in the pational therapy care and assessment in emergencies and ways . The practice of occupational therapy involves individuals, provided by occupational therapy faculty and faculty members program, the student will be dismissed from the program . life support procedures and perform universal precautions their attributes, and the multiple environmental components from other departments and colleges within the University . against contamination . that comprise the performance of occupations . Occupational Students must complete all program requirements within College of Health Sciences/Rush University therapy interventions are directed at these variables to amelio- 39 months from the time they begin the program, and part- Communication rate and enable occupational performance . time students have 51 months from the time they begin . Any Academic Policies • Communicate effectively and sensitively with patients and student who expects to go beyond this time frame must write Academic policies specific to the College of Health Sciences families . The faculty members are practitioners-teachers and researchers, the program director to request an exception to the policy . A are located earlier in this catalog . In addition, the Academic a combination that infuses the curriculum with a contemporary • Communicate effectively with faculty, preceptors and all minimum of 117 quarter hour credits (78 semester hour credits) Resources and Policies section of this catalog contains Rush and scholarly perspective . Graduate courses are designed to members of the health care team during practicum and other is required for graduation . University academic policies . build on past knowledge and experience as well as encourage learning experiences . transformative learning . The critical self-reflection of the trans- • Accurately elicit information including a medical history and Academic Progression Occupational Therapy Technical Standards formative learning process encourages the examining, question- other information to adequately and effectively evaluate a Rush University is committed to diversity and to attracting and ing, validating and possible revision of prior knowledge so that Students will progress through the curriculum following the cur- population’s, client’s or patient’s condition . educating students who will make the population of health care new perceptions and meanings may be constructed . It results in riculum outline provided . professionals representative of the national population . Intellectual Ability the learner being able to wholly and freely participate in critical The faculty reserves the right to dismiss any student whose • Measure, calculate, reason, analyze, and synthesize dialogue and the resulting action, thus empowering the learner conduct, health or performance demonstrates lack of fitness for Our core values — Innovation, Collaboration, Accountability, data related to diagnosis and treatment of patients and (Cranston, 1994) . By basing the program on transformative continuance in a health profession as identified by the faculty Respect and Excellence (ICARE) — translate into our work populations . learning, it is possible to build on the student’s past, connect it with all students, including those with disabilities . Rush actively

246 247 • Exercise proper judgment and complete responsibilities in a • Completed application through the Occupational Therapy Students accepted in the occupational therapy program must Motor timely and accurate manner according to the occupational Centralized Application System (OTCAS) complete the Rush University required health and immunization • Possess psychomotor skills necessary to provide or assist in therapy role . history documentation . • A baccalaureate degree from an accredited college or holistic occupational therapy care and perform or assist with • Synthesize information, problem solve, and think critically to university Students accepted into the occupational therapy program procedures and treatments . judge the most appropriate theory, assessment or treatment must submit official transcripts from every college or university • Practice in a safe manner and appropriately provide occu- • Minimum grade point average of a 3 .0 on a 4 .0 scale strategy . attended directly to Rush University prior to matriculation . pational therapy care and assessment in emergencies and Behavioral • Submit official scores from the Graduate Record Examination life support procedures and perform universal precautions (GRE) General Test, taken within the past five years, to Application Deadlines • Maintain mature, sensitive, effective relationships with cli- against contamination . OTCAS . A combined score (verbal and quantitative portions) ents/patients, families, students, faculty, staff, preceptors and Applications through the Occupational Therapy Centralized Communication of 302 and a minimum score of 4 .0 on the analytical writing Application Service become available mid-July . Completed appli- other professionals under all circumstances . • Communicate effectively and sensitively with patients and sample are required . Please use institution code 7122 . cations will begin to be reviewed by the admissions committee • Exercise skills of diplomacy to advocate for patients in need . families . • If applicant’s native language is not English, submit Test of beginning Oct . 15 . The application deadline is Dec . 1 . Interviews • Possess emotional stability to function under stress and adapt • Communicate effectively with faculty, preceptors and all English as a Foreign Language (TOEFL) scores . will be held during the months of November, December and to rapidly changing environments inherent to the classroom January . Enrollment is limited to 36 students . Applicants are members of the health care team during practicum and other and practice settings . • Prerequisite courses including statistics, sociology or anthro- encouraged to apply as early as possible . learning experiences . Character pology, human growth and development (must cover the • Accurately elicit information including a medical history and entire life span), abnormal psychology, one additional Occupational Therapy Technical Standards • Demonstrate concern for others . other information to adequately and effectively evaluate a psychology course, and human anatomy (with lab, prefer- Rush University is committed to diversity and to attracting and population’s, client’s or patient’s condition . • Demonstrate integrity, accountability, interest and motivation . ably cadaver) and human physiology (lab preferred) . Human educating students who will make the population of health care Intellectual Ability • Demonstrate intent and desire to follow the Rush University anatomy and human physiology must be taken within five professionals representative of the national population . and Occupational Therapy Code of Ethics . years prior to admission to the program . Two sequential • Measure, calculate, reason, analyze, and synthesize Our core values — Innovation, Collaboration, Accountability, data related to diagnosis and treatment of patients and The technical standards delineated above must be met with courses with labs will also satisfy this prerequisite .* Respect and Excellence (ICARE) — translate into our work populations . or without accommodation . Students who, after review of the • Two letters of recommendation . One recommendation must with all students, including those with disabilities . Rush actively technical standards, determine that they require reasonable • Exercise proper judgment and complete responsibilities in a be from an occupational therapy practitioner . collaborates with students to develop innovative ways to accommodation to fully engage in the program should contact timely and accurate manner according to the occupational ensure accessibility and creates a respectful accountable culture the Office of Student Disability Services to confidentially discuss • Experience/familiarity with occupational therapy through therapy role . through our confidential and specialized disability support . their accommodation needs . Given the clinical nature of our either observation, volunteering or work experience with an • Synthesize information, problem solve, and think critically to Rush is committed to excellence in accessibility; we encourage programs, time may be needed to implement the accommoda- OT practitioner (at least 40 documented hours in at least two judge the most appropriate theory, assessment or treatment students with disabilities to disclose and seek accommodations . tions . Accommodations are never retroactive; therefore, timely settings) . strategy . The following technical functions are required of all students requests are essential and encouraged . To learn more about *All courses must be taken from an accredited college or Behavioral accommodations at Rush University, please contact: enrolled in the Occupational Therapy program: university . Online classes are acceptable except for anatomy and • Maintain mature, sensitive, effective relationships with cli- Marie Ferro-Lusk, MBA, MSW, LSW physiology, which must occur face-to-face . Acquire Information ents/patients, families, students, faculty, staff, preceptors and Manager, Office of Student Disability Services The Admissions Committee will make decisions regarding the • Acquire information from demonstrations and experiences in other professionals under all circumstances . Rush University acceptability of the applicant to the program . All application courses such as lecture, group, and physical demonstrations . • Exercise skills of diplomacy to advocate for patients in need . 600 S . Paulina St . AAC 440 materials will be evaluated . Academic and nonacademic factors, • Acquire information from written documents and computer • Possess emotional stability to function under stress and adapt Chicago, IL 60612 including extracurricular activities, job and life experiences will systems (e .g ., literature searches & data retrieval) . to rapidly changing environments inherent to the classroom (312) 942-5237 be taken into consideration . Selected applicants will be required • Identify information presented in accessible images and practice settings . Marie_S_Ferro-Lusk@rush .edu to participate in an on-site visit that will include a faculty inter- from paper, slides, videos with audio description, and Character view . Recognizing the need of occupational therapists to serve a transparencies . population representative of diverse social, ethnic, cultural and • Demonstrate concern for others . • Identify information presented in images from paper, slides, economic backgrounds, a goal of the Admissions Committee will Occupational Therapy Doctorate videos and transparencies . • Demonstrate integrity, accountability, interest and motivation . be to select a class likely to meet these diverse needs . Occupational Therapy, OTD • Recognize and assess patient changes in mood, activity, • Demonstrate intent and desire to follow the Rush University Students accepted into the occupational therapy program must cognition, and verbal and nonverbal communication . and Occupational Therapy Code of Ethics . Admission Requirements complete a criminal background check . Students who have Use and Interpret The technical standards delineated above must be met with The applicant to the professional program in occupational certain types of information in their criminal background checks • Use and interpret information from assessment techniques/ or without accommodation . Students who, after review of the therapy must have completed or show evidence of the following may be ineligible to complete fieldwork rotations in specific maneuvers . Use and interpret information related to physi- technical standards, determine that they require reasonable in order to be considered for admission: facilities and may be ineligible for state licensure or national ologic phenomena generated from diagnostic tools . accommodation to fully engage in the program should contact registry or certification .

248 249 the Office of Student Disability Services to confidentially discuss offering and earn at least a B (or Pass for Pass/No Pass courses) Occupational Therapy, OTD: Occupational Therapy, OTD: their accommodation needs . Given the clinical nature of our to remain in the program . Only one D, F, No Pass (N) or WN is Scholarly Activities Professional Service Activities programs, time may be needed to implement the accommoda- allowed for the entire program . In the event a student receives tions . Accommodations are never retroactive; therefore, timely a second D, F, No Pass (N), WF or WN at any other time in the Members of the department are increasingly involved in iden- The faculty are outstanding practitioners/teachers/investigators requests are essential and encouraged . To learn more about program, the student will be dismissed from the program . tifying research projects in occupational therapy . The students involved in widely recognized professional and scholarly activi- accommodations at Rush University, please contact: participate in one of a variety of faculty-supervised research ties . They provide a full range of assessment and therapeutic Students must pass the occupational therapy competency exam projects, which may be carried out in one of Rush University services for a variety of populations . Within the Medical Center Marie Ferro-Lusk, MBA, MSW, LSW (OCC-820 Capstone Competencies) prior to beginning the Medical Center’s occupational therapy clinics, other health care there are more than 30 dedicated occupational therapy prac- Manager, Office of Student Disability Services Independent Doctoral Experience . Students who do not pass the facilities, or community organizations . Students will be required titioners working with pediatric, adult and geriatric patients in Rush University exam will need to repeat the course; completion of the doctoral to present their research projects during the annual Department both inpatient and outpatient settings . In addition, faculty and 600 S . Paulina St . AAC 440 experience and doctoral capstone project will be delayed . of Occupational Therapy Research Symposium, as well as submit clinicians are committed to serving with professional and com- Chicago, IL 60612 for presentation at state and national conferences and/or publi- munity organizations . Students participate with faculty and clini- (312) 942-5237 cation in a professional journal identified by the faculty research cians in health fairs and service activities throughout the year . Marie_S_Ferro-Lusk@rush .edu Occupational Therapy, OTD: College advisor . Students have an opportunity to join the Student Occupational of Health Sciences/Rush University Therapy Association (SOTA), a service-based organization . Students are also required to independently complete a cap- Academic Policies Occupational Therapy, OTD: stone project that will advance the knowledge of occupational Academic Progression Academic policies specific to the College of Health Sciences therapy . Dissemination through presentation or publication is are located earlier in this catalog . In addition, the Academic required . Students will progress through the curriculum following the cur- Resources and Policies section of this catalog contains Rush riculum outline provided . University academic policies . Occupational Therapy, OTD: Curriculum The faculty reserves the right to dismiss any student whose conduct, health or performance demonstrates lack of fitness for Year 1 Credit Hours continuance in a health profession as identified by the faculty Occupational Therapy, OTD: Fall Semester member and the Rush University Code of Conduct . Any such Graduation Requirements CHS-501 Introduction to Biostatistics for the Health Scientist 3 student not voluntarily withdrawing will be dismissed from the HHV-504 Ethics in Health Care: Interdisciplinary Perspectives 2 Once admitted to the Rush University Department of University . Only grades of A, B, C or P may fulfill degree require- OCC-602 Introduction to Occupation, Health and Wellness 3 Occupational Therapy program, students embark on a journey ments in all nonelective courses listed in the curriculum outline . OCC-605 Introduction to Clinical Practice 3 that entails the accumulation of 108 semester hours for gradu- Students will be considered in good standing at Rush University ation . In order to graduate and have the Occupational Therapy OCC-506 Medical Conditions Seminar 3 unless placed on academic probation . Academic probation is Doctorate conferred, students must: IPE-502 Interprofessional Patient Centered Teams 0 assigned to any student who earns a semester grade point aver- Spring Semester • Successfully complete all didactic course work and fieldwork, age of 2 .99 and below . Full-time students placed on probation OCC-582 Research Methods 3 must earn a cumulative average of 3 0. or above by the end of • Pass the Department of Occupational Therapy competency OCC-603 Foundational Theories in Occupational Therapy 3 the next consecutive semester . Students who fail to meet mini- exam, OCC-504 Human Structure and Principles of Movement 4 mum cumulative GPA requirements within the time frame speci- • Successfully complete all requirements of the individual IPE-502 Interprofessional Patient Centered Teams 0 fied above will be automatically dismissed from the program . doctoral experience and capstone project, OCC-609 Occupational Performance and Ability 3 Students placed on academic probation for the first time must • Pass the Rush University Interprofessional Patient Care Teams OCC-576 Sociocultural Aspects of Care 2 meet with their advisor and establish an action plan prior to the course (IPE-503), and Summer Semester beginning of the next semester . If a student is placed on proba- OCC-543 Health Care Systems 3 tion a second time, he or she must petition and meet with the • Complete a minimum of 16 contact hours of approved pro- OCC-525 Neuroscience and Cognition 4 Student Performance and Academic Review Committee (SPARC) fessional or community service . OCC-607 Psychosocial Aspects of Care 3 and provide an action plan that is acceptable to SPARC in order In order to be eligible to take the registration exam adminis- OCC-610 Occupational Therapy Process 2 to continue in the program . The student will also be responsible tered by the National Board for Certification of Occupational OCC-617 Clinical Practice Skills/Fieldwork 1-A 2 to meet on a regular basis with his or her advisor to monitor the Therapists, students must have completed all graduation OCC-683 Evidence-Based Practice Skills I 1 progress of the aforementioned action plan’s implementation . A requirements as documented in official transcripts from Rush student who is placed on probation for a third time for didactic University . Students must complete all program requirements Continued course work will automatically be dismissed from the program . within 45 months from the time they begin the program . Any A student receiving a grade D, F, No Pass (N), WF or WN in a student who expects to go beyond this time frame must request required course must repeat the course at the next academic an exception to the policy in writing to the program director .

250 251 Year 2 Credit Hours cardiac catheterization procedures, extracorporeal membrane Mathematics and Statistics Fall Semester oxygenation (ECMO) and blood salvaging for orthopedic or Two college-level mathematics courses, which must include an OCC-612 Physical Disabilities I 4 general surgery procedures . introductory course in statistics . OCC-614 Mental Health Practice 4 Students in the Cardiovascular Perfusion Program will benefit English Composition OCC-615 Developmental Disabilities I 3 from the teaching and research expertise of established scholars Two courses or documented proficiency at composition II level . OCC-618 Clinical Practice Skills/Fieldwork 1-B 2 and practitioners . The program is committed to providing Although not required, applicants are encouraged to take OCC-630 Program Development 2 increased opportunities for experiential learning at nationally additional courses focusing on written communication because OCC-684 Evidence-Based Practice II 1 ranked cardiac centers across the country . writing skills are essential for the successful completion of the Spring Semester perfusion technology program . OCC-685 Evidence-Based Practice III/Dissemination 2 Cardiovascular Perfusion: Admission Social Sciences OCC-810 Professional Reasoning & Doctorate Experience I 2 Requirements 14 semester hours or 20 quarter hours of course work must OCC-613 Physical Disabilities II 4 • A baccalaureate degree from an accredited college or include: OCC-616 Developmental Disabilities II 3 university • Introduction to Psychology Summer Semester • Receipt of official transcripts from each institution of higher OCC-644 Leadership and Advocacy 2 education attended • Introduction to Sociology OCC-795 Advanced Fieldwork I 9 • If a college or university outside the United States con- • Other social science courses; may include psychology, sociol- OCC-811 Professional Reasoning & Doctorate Experience II 1 ferred the baccalaureate degree, the Education Credentials ogy, economics, history and anthropology Year 3 Credit Hours Evaluators (ECE) must evaluate international transcripts . A Humanities Fall Semester detailed course-by-course report is required . Contact ECE at Eight semester hours or 12 quarter hours OCC-820 Capstone Competencies 1 (414) 289-3400 or www .ece org. . OCC-797 Advanced Fieldwork II 9 • Humanities courses include religion, philosophy, foreign • Cumulative and science GPA of 3 0. on a 4 0. scale OCC-812 Professional Reasoning and Doctorate Experience III 1 languages, literature, or the history of art, music, theater, film Spring Semester • Receipt of three letters of recommendation or dance . Studio art classes, instrumental music classes, and speech classes are not acceptable . OCC-825 Individualized Doctoral Experiences 12 • Applicants who did not complete high school in the United OCC-828 Capstone Dissemination 1 States must submit TOEFL scores . • Medical Terminology • The following courses must be completed prior to enrolling Applicants must complete all the required prerequisite course with a grade of “C” or better . Required courses must be work prior to enrolling at Rush with a grade of “C” or better . DEPARTMENT OF PERFUSION Master of Science taken for a letter grade rather than a pass/fail option . Additional Recommendation: TECHNOLOGY Natural and Biological Sciences Cardiovascular Perfusion, MS In addition, it is highly recommended that prospective students Perfusion Technology: Philosophy 16 semester hours or 24 quarter hours . Science courses must Cardiovascular Perfusion: Program Overview talk to a clinical perfusionist, and if possible observe a procedure include: requiring the use of cardiopulmonary bypass . The Department of Perfusion Technology provides students with The Master of Science degree is intended for those whose bac- both the scientific knowledge and the clinical experience in calaureate degree is in a field other than cardiovascular perfu- • One semester of inorganic chemistry order to make them effective and successful perfusion technolo- Cardiovascular Perfusion Technical Standards sion . The Cardiovascular Perfusion Program curriculum provides • One semester of physics gists . In the challenging, expanding profession of perfusion the knowledge, clinical experiences, and opportunity for our Rush University is committed to diversity and to attracting and • One semester of a human anatomy course, AND technology, today’s perfusion technologist must be able to meet students to achieve competence in the practice of cardiovascular educating students who will make the population of health care the daily demands of the operating room, adapt to new tech- perfusion . • One semester of a human physiology course, OR professionals representative of the national population . nologies and uses for the extracorporeal circuit, and be part of a Our core values — Innovation, Collaboration, Accountability, profession growing beyond its traditional roles in cardiovascular This medical specialty has become increasingly important in the • Two semesters of a combined anatomy and physiology course health care field . The perfusionist serves primarily as part of the with a laboratory component Respect and Excellence (ICARE) — translate into our work surgery that now encompasses other surgical and nonsurgical with all students, including those with disabilities . Rush actively cardiovascular surgical team, operating the heart-lung machine specialties requiring the use of extracorporeal circuits, support collaborates with students to develop innovative ways to during open-heart surgery . The perfusionist is also responsible Some community college introductory science classes may not devices or blood salvaging capabilities . ensure accessibility and creates a respectful accountable culture for other life-support equipment, such as intra-aortic balloon be comprehensive enough to satisfy the prerequisite require- through our confidential and specialized disability support . pumps and ventricular assist devices . In addition to cardiovas- ments . For any questions about courses please contact the Rush is committed to excellence in accessibility; we encourage cular surgery, additional professional practice may include veno- Office of College Admission Services at (312) 942-7100 to students with disabilities to disclose and seek accommodations . venous bypass for liver transplantation, isolated limb or organ speak with an admissions counselor . chemotherapy perfusion, cardiopulmonary bypass supported

252 253 The following technical functions are required of all students Behavioral Cardiovascular Perfusion: The Cardiovascular Perfusion Program curriculum provides enrolled in the Cardiovascular Perfusion program: • Maintain mature, sensitive, effective relationships with cli- Service Activities the knowledge, clinical experiences, and opportunity for our ents/patients, families, students, faculty, staff, preceptors and students to gain competence in the practice of cardiovascular Acquire Information Faculty members are licensed perfusion technologists other professionals under all circumstances . perfusion . • Acquire information from demonstrations and experiences in actively involved in the daily activities of the Department of courses such as lecture, group, and physical demonstrations . • Exercise skills of diplomacy to advocate for patients in need . Extracorporeal Services . Students in the Cardiovascular Perfusion Program will benefit • Acquire information from written documents and computer • Possess emotional stability to function under stress and adapt from the teaching and research expertise of established scholars systems (e .g ., literature searches & data retrieval) . to rapidly changing environments inherent to the classroom and practitioners . The program is committed to providing increased opportunities for experiential learning at nationally • Identify information presented in accessible images and practice settings . Cardiovascular Perfusion: Curricula ranked cardiac centers across the country . from paper, slides, videos with audio description, and Character Central themes of evidence-based practice, leadership, cul- Graduates of the program will be qualified to sit for the certi- transparencies . • Demonstrate concern for others . tural competence, technology integration and scholarship are fication examination of the American Board of Cardiovascular • Identify information presented in images from paper, slides, • Demonstrate integrity, accountability, interest and motivation . addressed throughout the program and recognized by the videos and transparencies . Perfusion . • Demonstrate intent and desire to follow the Rush University professional commitments of our graduates and faculty . • Recognize and assess patient changes in mood, activity, and Cardiovascular Perfusion Code of Ethics . cognition, and verbal and nonverbal communication . Master of Science Curriculum The technical standards delineated above must be met with Use and Interpret or without accommodation . Students who, after review of the Year 1 Credit Hours • Use and interpret information from assessment techniques/ technical standards, determine that they require reasonable Fall Semester maneuvers . Use and interpret information related to physi- accommodation to fully engage in the program should contact CVP-605 Cardiopulmonary Anatomy and Physiology 2 ologic phenomena generated from diagnostic tools . the Office of Student Disability Services to confidentially discuss CVP-611 Cardiovascular Perfusion Technology I 3 Motor their accommodation needs . Given the clinical nature of our CVP-612 Instrumentation in Cardiovascular Perfusion 3 • Possess psychomotor skills necessary to provide or assist in programs, time may be needed to implement the accommoda- CVP-620 Evaluation of the Cardiac Surgery Patient 3 holistic cardiovascular perfusion care and perform or assist tions . Accommodations are never retroactive; therefore, timely CVP-621 Seminar I 3 with procedures and treatments . requests are essential and encouraged . To learn more about CHS-601 Introduction to Biostatistics 2 accommodations at Rush University, please contact: • Practice in a safe manner and appropriately provide cardio- Spring Semester vascular perfusion care and assessment in emergencies and Marie Ferro-Lusk, MBA, MSW, LSW CVP-632 Principles of Pharmacology 3 life support procedures and perform universal precautions Manager, Office of Student Disability Services CVP-606 Acid Base Physiology 2 against contamination . Rush University CVP-615 Cardiovascular Perfusion Technology II 4 Communication 600 S . Paulina St . AAC 440 CVP-622 Pathophysiology and Perfusion Techniques 5 • Communicate effectively and sensitively with patients and Chicago, IL 60612 CHS-610 Research Methods in the Health Sciences 2 families . (312) 942-5237 Summer Semester Marie_S_Ferro-Lusk@rush .edu • Communicate effectively with faculty, preceptors and all CVP-640 Principles and Practices of Cardiopulmonary Bypass With Simulation 4 members of the health care team during practicum and other CVP-641 Perfusion Practicum I 4 learning experiences . CVP-661 Master’s Project I 2 Cardiovascular Perfusion: CVP-623 Adult and Pediatric Congenital Heart Disease 3 • Accurately elicit information including a medical history and Educational Activities other information to adequately and effectively evaluate a CVP-624 Mechanical Circulatory Support 2 population’s, client’s or patient’s condition . The faculty of the department is responsible for providing both Year 2 Credit Hours Intellectual Ability the didactic course work and the clinical experiences neces- Fall Semester sary for the completion of the Bachelor of Science and Master CVP-642 Advanced Perfusion Practicum II 12 • Measure, calculate, reason, analyze, and synthesize of Science degrees in perfusion technology . The program is CVP-662 Master’s Project II 2 data related to diagnosis and treatment of patients and accredited by the Accreditation Committee-Perfusion Education populations . CVP-680 Organizational Leadership 2 (AC-PE) of the Commission on Accreditation of Allied Health Spring Semester • Exercise proper judgment and complete responsibilities in a Education Programs (CAAHEP) . CVP-645 Advanced Perfusion Practicum III 12 timely and accurate manner according to the cardiovascular CVP-664 Master’s Research Project III 2 perfusion role . CVP-681 Health Care Quality & Operations Management 2 • Synthesize information, problem solve, and think critically to Hours Required for MS Degree: 78 judge the most appropriate theory, assessment or treatment strategy . **Denotes required term papers

254 255 DEPARTMENT OF CARDIOPULMONARY Master of Science Program • A personal interview with departmental faculty • Recognize and assess patient changes in mood, activity, cognition, and verbal and nonverbal communication . SCIENCES The Master of Science in Respiratory Care requires a mini- • Completed application to the program and submission of Master of Science mum of 92 semester hours of credit for graduation . This is an official transcripts for all college course work completed Use and Interpret integrated program, requiring 29 semester hours of program • Use and interpret information from assessment techniques/ Respiratory Care - Professional Phase, preprofessional prerequisite requirements prior to admission Program Prerequisites maneuvers . Use and interpret information related to physi- Two-Year Track, MS to Rush University for the professional phase (24 months) . All program prerequisite courses must be taken prior to ologic phenomena generated from diagnostic tools . The preprofessional phase requirements may be completed at entry into the first year of the regular professional program Respiratory Care: Program Overview Motor any accredited college or university and include the successful (alterations in the student’s planned program require The Division of Respiratory Care in the College of Health • Possess psychomotor skills necessary to provide or assist in completion of a baccalaureate degree . Dedicated to clinical and written approval by the department chair/program director) . Sciences at Rush University in Chicago is dedicated to clini- holistic respiratory care and perform or assist with procedures academic excellence, the professional phase includes more than Registration for the first sequence of professional courses in the cal and academic excellence in teaching, research, service and treatments . 1,000 hours of in-hospital clinical practice . program requires: and patient care . The Respiratory Care Program is designed to • Practice in a safe manner and appropriately provide respira- • Admission into the program provide students with an outstanding education in preparation As a leadership program in respiratory care, this course of tory care and assessment in emergencies and life support for a satisfying professional career as advanced respiratory care study aspires to provide graduates with the foundation needed • Completion of Human Anatomy and Physiology, Chemistry, procedures and perform universal precautions against practitioners as well as to provide a foundation for leader- to assume professional leadership roles in clinical practice, Physics, Microbiology, Psychology, Mathematics (college alge- contamination . clinical specialty areas, research, education and management . ship in management and supervision, education and clinical bra or higher), and Statistics with a grade of “C” or better Communication specialization . Upon completion of the program, graduates are eligible for the • Consent of the Committee on Progress and Promotions for national board examinations in respiratory care as well as state • Communicate effectively and sensitively with patients and Respiratory care, also known as respiratory therapy, is the Respiratory Care licensure . families . allied health profession responsible for caring for patients with Please note: Individuals holding the RRT credential may be • Communicate effectively with faculty, preceptors and all deficiencies and abnormalities of the cardiopulmonary system . Respiratory Care: Admission Requirements - admitted to the program prior to completion of all program members of the health care team during practicum and other Respiratory care is a dynamic and exciting health profession Master’s Program prerequisites . learning experiences . offering many opportunities for the new graduate . Admission to the program is on a competitive basis . Student • Accurately elicit information including a medical history and Areas of respiratory care include basic care (oxygen, aerosol and selection is based on a number of factors including overall Respiratory Care Technical Standards other information to adequately and effectively evaluate a chest physiotherapy), critical care (ventilator management and grade point average, prerequisite grade point average, consis- Rush University is committed to diversity and to attracting and population’s, client’s or patient’s condition . physiologic monitoring), perinatal and pediatric respira¬tory tency of academic performance, course work completed prior educating students who will make the population of health care Intellectual Ability care, cardiopulmonary diagnostics, pulmonary laboratory, skilled to application, Graduate Record Examination (GRE) scores and professionals representative of the national population . • Measure, calculate, reason, analyze, and synthesize nursing, restorative, subacute, home care, and pulmonary interpersonal abilities . The program is rigorous, and applicants Our core values — Innovation, Collaboration, Accountability, data related to diagnosis and treatment of patients and rehabilitation . are required to arrange an orientation visit to a respiratory care Respect and Excellence (ICARE) — translate into our work department at a hospital prior to acceptance to the program if populations . The respiratory therapist may often see a diverse group of with all students, including those with disabilities . Rush actively the applicant has no previous experience in the field of respira- • Exercise proper judgment and complete responsibilities in a patients ranging from the newborn and pediatric patients collaborates with students to develop innovative ways to tory care . timely and accurate manner according to the respiratory care to adults and the elderly . Disease states or conditions often ensure accessibility and creates a respectful accountable culture role . requiring respiratory care include asthma, emphysema, chronic Requirements for admission to the professional phase of the through our confidential and specialized disability support . • Synthesize information, problem solve, and think critically to obstructive lung disease, pneumonia, cystic fibrosis, infant program in respiratory care include: Rush is committed to excellence in accessibility; we encourage judge the most appropriate theory, assessment or treatment respiratory distress, and conditions brought on by shock, trauma • A minimum overall GPA of 2 .5 in undergraduate course work students with disabilities to disclose and seek accommodations . strategy . or postoperative surgical complications . • Completion of all professional prerequisite required courses The following technical functions are required of all students Behavioral Respiratory therapists are also involved in many specialty areas with a grade of “C” or better enrolled in the Respiratory Care program: • Maintain mature, sensitive, effective relationships with cli- in the hospital such as newborn labor and delivery, neonatal • Completion of a bachelor’s degree Acquire Information and pediatric intensive care units, pulmonary function labora- ents/patients, families, students, faculty, staff, preceptors and • Senior standing at the time of application and the ability to • Acquire information from demonstrations and experiences in tory, sleep laboratory, adult intensive care units, extracorporeal other professionals under all circumstances . complete all preprofessional course work by the beginning courses such as lecture, group, and physical demonstrations . membrane oxygenation (ECMO), and EKG testing . Therapists • Exercise skills of diplomacy to advocate for patients in need . of the fall quarter of the first year . Students admitted to • Acquire information from written documents and computer may also be employed in physicians’ offices, clinics, extended • Possess emotional stability to function under stress and adapt the three-year track or advance standing programs may be systems (e .g ., literature searches & data retrieval) . care facilities, or home care . to rapidly changing environments inherent to the classroom admitted with some program prerequisites and/or general • Identify information presented in accessible images and practice settings . education outstanding . from paper, slides, videos with audio description, and • Submission of Graduate Record Examination (GRE) scores transparencies . Character • Demonstrate concern for others . (from an examination taken within five years of the date of • Identify information presented in images from paper, slides, application to the program) is encouraged but not required . videos and transparencies . • Demonstrate integrity, accountability, interest and motivation .

256 257 • Demonstrate intent and desire to follow the Rush University Unless otherwise described in a given course syllabus, the mini- does not pass on the third attempt, the student will earn an “F” Committee on Progress and Promotions for Respiratory Care and Respiratory Care Code of Ethics . mum satisfactory grade for course credit is a letter grade of “C” in the clinical course and may be suspended or released from and, if merited, dealt with in a strict manner, including immedi- The technical standards delineated above must be met with and all stipulated segments of a course must be passed by this the program . ate dismissal from the program . standard . Students must demonstrate proficiency in all clinical or without accommodation . Students who, after review of the Any student found to be cheating on an examination, test, quiz skills presented in order to pass clinical courses . For all clinical Comprehensive End-of-Program Competency technical standards, determine that they require reasonable or assignment will automatically receive a “0” for the grade and courses, the final exam must be passed at the designated cut accommodation to fully engage in the program should contact Assessment Examination will be subject to dismissal from the program at the discretion score AND a grade of “C” or better must be maintained in order the Office of Student Disability Services to confidentially discuss Before graduating, the student will complete comprehensive of the Committee on Progress and Promotions for Respiratory to successfully complete each clinical course to continue in the their accommodation needs . Given the clinical nature of our end-of-program examination assessments [NBRC secure Care . Failure to report incidents involving scholastic dishonesty program . programs, time may be needed to implement the accommoda- Therapist Multiple Choice (TMC) and clinical simulation exami- on the part of another student will be considered unprofessional tions . Accommodations are never retroactive; therefore, timely Students are expected to maintain an overall GPA in the nations (CSE)] . The TMC examination will be taken at the end conduct on the part of the student and may result in disciplinary requests are essential and encouraged . To learn more about program of at least 3.0. of the Spring semester of the second year as a part of RCP-581, action . accommodations at Rush University, please contact: Clinical Practice 2 . The CSE will be given at the beginning of Failure of the student to maintain a cumulative GPA of at least the Summer semester of the second year as part of RCP-591, Examination Review Marie Ferro-Lusk, MBA, MSW, LSW 3 .0 will subject the student to a review and may result in the Clinical Practice 3 . A passing score is required to successfully At the discretion of the course instructor, during review of any Manager, Office of Student Disability Services student being placed on probation, given a LOA, or dismissed complete RCP-581 and RCP-591, as well as meet graduation examination given within the curriculum, no other papers or Rush University from the program after review by the Committee on Progress and program course completion requirements . Students who do books will be allowed on the student’s desk . No writing imple- 600 S . Paulina St . AAC 440 and Promotions . Chicago, IL 60612 not successfully complete the comprehensive self-assessment ments of any kind will be allowed . NO note-taking or recording (312) 942-5237 If a student is dismissed and the student wishes to reenter the examinations will receive an Incomplete (“I”) for RCP-581 of any kind will be permitted . This includes written note-taking Marie_S_Ferro-Lusk@rush .edu program, he or she must reapply and will be considered on and/or RCP-591 . Those students failing receiving and “I” will and/or recording with audiotape, videotape or any other form the same basis as any new applicant . Students who voluntarily be required to attend remediation over the following quarter . of electronic or mechanical recording . Violation of this policy withdraw from the program, either passing or failing, have no Those failing the examination after multiple attempts or fail- will constitute academic dishonesty and will be referred to the Respiratory Care: Academic Policies guarantee of reinstatement to the program . Students requesting ing to attend remediation may be subject to dismissal from Committee on Progress and Promotions for review and possible readmission to the program should submit a letter to that effect the program . Those students may reapply to the program (see disciplinary action . Master of Science to the Committee on Progress and Promotion for Respiratory Procedures for Readmission) . All professional courses (RCP prefix) in the department are Care . Students readmitted to the program will pick up the Examination Administration Conduct and Ethics taught in a sequential manner . Each professional course in the course sequence as prescribed by the chair/program director or All examinations given by the department will be monitored program serves as the prerequisite for the subsequent course . Committee on Progress and Promotions for Respiratory Care . Each student is expected to conduct oneself at all times in a by faculty or staff at all times . Students will be seated in such Consequently, professional courses must be taken in sequence . dignified manner . This manner conforms to the ethics of the The three-year track option may be used to remediate students a manner as to minimize the opportunity for observation of Withdrawing or failure to successfully complete a profession and instills patient confidence in one’s abilities as a that fail to earn at least a grade of “C” in each respiratory care other students’ examination papers . No breaks will be allowed professional course with a letter grade of “C” or better health care practitioner . Each student is expected to conform to course or maintain an overall GPA of at least 3 .0 . While on this once an examination period has begun, and students may not may result in the student being placed on a three-year the professional code of ethics as outlined in this handbook and three-year track, withdrawing or failure to complete a respira- leave the room during an exam until they are finished taking track, given a leave of absence (LOA) and academic policies outlined in the university catalog . tory care professional course with a letter grade of “C” or better the examination, except in the event of an emergency, which probation, or dismissed from the program after review may result in the student being placed on academic probation, Irresponsible, unprofessional or unethical behavior as deter- will be judged by the faculty or staff monitoring the exam on a by the Committee on Progress and Promotions. Students given a LOA, or dismissed from the program after review by the mined by the instructor or failure to follow the instructions of a case-by-case basis . readmitted to the program at times other than the fall quarter of Committee on Progress and Promotions . clinical instructor during clinical practice may result in dismissal the second year will pick up the course sequence as prescribed If a student turns in an examination without answering all ques- from the program . Falsification on any clinical documents will be by the chair/program director or Committee on Progress and tions, he or she will NOT be given an opportunity to finish the Clinical Final Examinations treated as scholastic dishonesty . All hospital regulations are to Promotions for Respiratory Care . examination after leaving the room . All students are required to pass the clinical final examination be followed by students when undergoing clinical training in a Only marks made on the Scantron sheet will be used to compute after completing the clinical course to continue in the program . facility . Standards of Performance for Respiratory Care and Major a grade on all Scantron-graded examinations . Even if a student In the event a student fails the clinical final examination, the Field-Related Courses If employed by a clinical site in which the student is assigned a marks the answer correctly on his or her examination, but does student is allowed to make ONE more attempt to pass . In the clinical rotation, the student must not complete clinical course not mark it correctly on the Scantron, only the Scantron answer 90 - 100 = A event the student passes the clinical final exam on the second work while in an employee status . will be used to compute the grade, not the answer marked on 80 - 89 = B attempt, the student will continue in the program . The grade the examination . earned on the first attempt will be used to calculate the final 75 - 79 = C Scholastic Dishonesty and Cheating clinical grade . In the event the student does NOT pass the clini- Calculators will be provided to students for examinations; thus The department will not condone cheating in any form . 70 - 74 = D cal final exam on the second attempt, the student will be placed personal calculators will not be allowed during examinations . Plagiarizing or copying others’ writing or work is considered in remediation . The student will be given a third attempt to pass Below 70 = F cheating . Any allegations of cheating will be reviewed by the the final by the end of the next quarter . In the event the student

258 259 Policy for Transfer Students Respiratory Care: Graduation Requirements - Professional Phase - Respiratory Care Professional Courses Students who have completed course work at other approved Master of Science Two-Year Track - MS Degree respiratory care programs may petition to have these courses • Completion of all required course work with a grade point Students accepted into the professional phase begin course work in the fall semester of the first year of the program . Course work in transfer in lieu of specific course work in the Rush University average of 3 .0 or better the professional phase is taken on a full-time basis in the following sequence: program . Students must submit a transcript of their courses from • Completion of each required respiratory care professional the program and a copy of the course syllabus for each course Year 1 Credit Hours course with a grade of “C” or better in which they desire transfer credit . The syllabus must contain Fall Semester the following: course objectives, lecture outlines, course content, • Basic Life Support (BLS), Advanced Cardiac Life Support RCP-501 Foundations of Professional Practice 3 evaluation procedures and related information . These courses (ACLS), Pediatric Advanced Life Support (PALS), and Neonatal RCP-511 Introduction to Respiratory Care 3 will be evaluated on an individual basis for content and total Resuscitation Provider (NRP) course completion RCP-512 Cardiopulmonary Physiology 5 contact hours and credit hours . • Successful completion of a departmental research project RCP-515 Respiratory Care Pharmacology 2 The department reserves the right to test the proficiency of Spring Semester any student in course work transferred from other respiratory • Completion of all University requirements for graduation care programs and the right to disallow such transfer credit RCP-520 Respiratory Care Equipment and Techniques 4 in such course work in cases which the student cannot dem- RCP-521 Patient Assessment 4 onstrate acceptable proficiency . All transfer credit is subject to Respiratory Care: Master of Science RCP-522 Pulmonary Disease 3 the approval of the Committee on Progress and Promotions for Curriculum RCP-523 Mechanical Ventilation 4 Respiratory Care . The student must also have a minimum grade Summer Semester of “C” (2 .0) for each course being transferred . A student cannot Preprofessional Phase - Program Prerequisites receive transfer credit for any respiratory care course work if he The preprofessional phase (lower-division college-level course RCP-531 Critical Respiratory Care 4 or she left the previous program due to academic probation, work) requires a minimum of 29 quarter hours of prescribed RCP-532 Pulmonary Function Testing 3 suspension or exclusion . All University policies regarding transfer study as outlined below . RCP-533 Pediatric and Neonatal Respiratory Care 4 credit must be satisfied . RCP-534 Clinical Observation Practice 1 3 RCP-563 Research Methods 3 Professional Prerequisites* Semester Hours Quarter Hours Year 2 Credit Hours Human Anatomy and Physiology (or 4 hours Anatomy and 4 hours Physiology) 8 8 Fall Semester RCP-530 Cardiac Diseases 2 Chemistry (with Lab) 4 4 RCP-561 Education 3 Physics (with Lab) 4 4 RCP-562 Management 3 Microbiology (with Lab) 4 4 RCP-564 Clinical Observation Practice 2 7 Psychology (courses with prefixes PSYC) 3 3 RCP-565 Research Project 1 1 Spring Semester Mathematics (college algebra or higher) 3 3 RCP-570 Cardiopulmonary Diagnostics 2 Statistics 3 3 RCP-571 Clinical Practice 3 7 Total 29 29 RCP-572 Clinical Seminar 3 RCP-573 Research Project 2 1 Summer Semester RCP-581 Clinical Practice 4 8 RCP-582 Disease Management/Home Health Care 3 RCP-583 Research Project 3 1 Total Hours for Respiratory Program: 92

260 261 Respiratory Care: RRT Advanced Definition care programs and the right to disallow such transfer credit The following technical functions are required of all students Standing, MS Advanced standing is defined as a special and individually in such course work in cases which the student cannot dem- enrolled in the Respiratory Care program: onstrate acceptable proficiency . All transfer credit is subject to determined status granted to a student in a formal educational Acquire Information Respiratory Care: Registered setting, who has already gained professional experience through the approval of the Committee on Progress and Promotions for • Acquire information from demonstrations and experiences in Respiratory Therapist Advanced other sources or through nonacademic experiences, knowledge, Respiratory Care . The student must also have a minimum grade courses such as lecture, group, and physical demonstrations . Standing (RRT) skills and professionalism taught in the program courses . of “C” (2 .0) for each course being transferred . A student cannot receive transfer credit for any respiratory care course work if he • Acquire information from written documents and computer Admissions Requirements - MS Program Purpose of Advanced Standing Procedures or she left the previous program due to academic probation, systems (e .g ., literature searches & data retrieval) . Individuals holding the RRT credential and a baccalaureate The purpose of the advanced standing procedures is to recog- suspension or exclusion . All University policies regarding transfer • Identify information presented in accessible images degree may apply to enter the Respiratory Care Graduate nize and give formal educational credit for knowledge and/or credit must be satisfied . from paper, slides, videos with audio description, and Program prior to any semester . Submission of an application for ability gained through previous training or experience . transparencies . admission should be made to the Office of College Admission Policy for Individuals Who Hold the RRT • Identify information presented in images from paper, slides, Services with all official transcripts, NBRC RRT certificate, and Methods of Granting Advanced Standing Credential videos and transparencies . a personal interview at least 30 days prior to the first day of • Advanced standing can be awarded through transfer credit . Advanced standing is available to individuals who have suc- the semester which the individual desires to begin classes . • Recognize and assess patient changes in mood, activity, cessfully completed the National Board for Respiratory Care’s Professional prerequisites must be completed prior to gradua- • Advanced standing can be awarded through the passing cognition, and verbal and nonverbal communication . Respiratory Therapy Registry (RRT) who hold a baccalaureate tion . All other program policies and procedures apply . of an equivalency examination covering a certain area of Use and Interpret degree from a regionally accredited college or university . Those knowledge . (An “equivalency” examination is an instrument • Use and interpret information from assessment techniques/ eligible for advanced standing must submit the following Introduction or means by which a student accepted into the Respiratory maneuvers . Use and interpret information related to physi- documentation: Individuals may have acquired academic credit in respiratory Care Program can demonstrate mastery of a knowledge area, ologic phenomena generated from diagnostic tools . care courses from other schools and universities . Some individu- content area or skill and thus be exempted from a course in • A notarized copy of the RRT certificate indicating that it is a Motor the program that teaches that area or skill .) true and accurate copy . als may acquire knowledge through experience and on the job • Possess psychomotor skills necessary to provide or assist in training . When such persons apply for admission into the pro- • Advanced standing can be awarded as credit for successful • Official transcripts of all previous respiratory care and general holistic respiratory care and perform or assist with procedures gram, an attempt is made to grant academic credit for equiva- completion of national registry examinations (RRT/RPFT) . education course work attempted and/or completed indi- and treatments . lent educational courses, equivalent knowledge acquired from cating award of the bachelor’s degree from an accredited • Practice in a safe manner and appropriately provide respira- experience and/or successful completion of the National Board Eligibility for Advanced Standing college or university . tory care and assessment in emergencies and life support for Respiratory Care’s certification and registry examinations . • Transfer students (who have been accepted into the Rush • A notarized copy of the Certificate of Completion from an procedures and perform universal precautions against All students graduating from the Respiratory Care Program University Respiratory Care Program) may receive a transfer approved respiratory care training program as applicable . contamination . must meet the same standards for graduation; the awarding credit for equivalent courses within the Respiratory Care Communication • A completed application for admission to the Advanced of advanced standing does not signify a lesser quality educa- Program curriculum . Standing program . These are available in the Admissions • Communicate effectively and sensitively with patients and tion than that offered through regular course work . What it • Credentialed students (RRT, RPFT) who have been accepted Office . families . does, however, is attempt to exempt the student from those into the Rush University Respiratory Care Program may • Communicate effectively with faculty, preceptors and all areas of the formal program where the student already has the receive transfer credit and will also be eligible to take equiva- • A letter directed to the Committee on Progress and members of the health care team during practicum and other knowledge and expertise in those skills that would be offered . lency examinations in certain courses . Promotions for Respiratory Care requesting advanced learning experiences . The program has identified the minimum competencies that a standing . respiratory therapist must have in order to provide safe, high- Policy for Transfer Students • Accurately elicit information including a medical history and other information to adequately and effectively evaluate a quality patient care . The identification of these competencies is a Students who have completed course work at other approved Respiratory Care Technical Standards population’s, client’s or patient’s condition . complex task, and a great deal of care must be taken to ensure respiratory care programs may petition to have these courses Rush University is committed to diversity and to attracting and a standard of excellence . transfer in lieu of specific course work in the Rush University educating students who will make the population of health care Intellectual Ability • Measure, calculate, reason, analyze, and synthesize The following policies and procedures are designed to ensure program . Students must submit a transcript of their courses from professionals representative of the national population . data related to diagnosis and treatment of patients and that those individuals who receive advanced standing are the program and a copy of the course syllabus for each course Our core values — Innovation, Collaboration, Accountability, populations . qualified to do so, and that the screening process adheres to in which they desire transfer credit . The syllabus must contain Respect and Excellence (ICARE) — translate into our work University as well as departmental policies at all times . the following: course objectives, lecture outlines, course content, with all students, including those with disabilities . Rush actively • Exercise proper judgment and complete responsibilities in a timely and accurate manner according to the respiratory care evaluation procedures and related information . These courses collaborates with students to develop innovative ways to To allow individuals who are not qualified, to receive advanced will be evaluated on an individual basis for content and total role . standing, is not in the student’s or the program’s best interest . ensure accessibility and creates a respectful accountable culture contact hours and credit hours . through our confidential and specialized disability support . • Synthesize information, problem solve, and think critically to The department reserves the right to test the proficiency of Rush is committed to excellence in accessibility; we encourage judge the most appropriate theory, assessment or treatment any student in course work transferred from other respiratory students with disabilities to disclose and seek accommodations . strategy .

262 263 Behavioral Respiratory Care: RRT Advanced gas transport in the blood, natural and chemical regulation of RCP-532 Pulmonary Function Testing (3 semester hours) • Maintain mature, sensitive, effective relationships with cli- Standing Curriculum for Master of breathing, circulation, blood flow and pressure, and cardiac out- Provides a hands-on experience conducting and interpreting ents/patients, families, students, faculty, staff, preceptors and Science put . The heart-lung relationship and clinical applications of these complete pulmonary function tests to include spirometry, lung other professionals under all circumstances . phenomena in the cardiopulmonary system will be emphasized . volumes, and diffusion . Common variations such as broncho- Prerequisite: Admission to the program . • Exercise skills of diplomacy to advocate for patients in need . Credit Based on the RRT Credential provocation testing and bronchial responsiveness along with Individuals providing documentation that they hold the RRT tests for muscle weakness are also included . In addition, the stu- • Possess emotional stability to function under stress and adapt RCP-522 Pulmonary Disease (3 semester hours) credential may receive credit for the following theory courses: dent will learn the operation, maintenance, and quality control to rapidly changing environments inherent to the classroom Topics include the etiology, pathophysiology, diagnosis, treat- principles for all common pulmonary function and gas analysis and practice settings . ment and prognosis of common pulmonary diseases and condi- Course Credit Hours equipment . Bronchoscopy, exercise testing, and metabolic test- tions . Respiratory care management of nonrespiratory disorders Character RCP-572 Clinical Seminar 3 ing will also be reviewed . Prerequisites: RCP-512, RCP-522 . commonly encountered in the critical care unit will also be • Demonstrate concern for others . RCP-564 Clinical Observation Practice 2 7 covered . Pulmonary and critical care medicine, obstructive and RCP-533 Pediatric and Neonatal Respiratory Care (4 • Demonstrate integrity, accountability, interest and motivation . RCP-571 Clinical Practice 3 7 restrictive pulmonary disease, neoplastic disease of the lung, semester hours) • Demonstrate intent and desire to follow the Rush University RCP-534 Clinical Observation Practice 1 3 infectious diseases, neurological and neuromuscular disorders, Provides the student with the opportunity to utilize evidence- and Respiratory Care Code of Ethics . RCP-511 Introduction to Respiratory Care 3 drowning, burns, smoke inhalation, carbon monoxide poisoning, based knowledge and critical thinking skills in the planning drug overdose, and respiratory care of the postoperative patient The technical standards delineated above must be met with RCP-515 Respiratory Care Pharmacology 2 and provision of comprehensive respiratory care to newborns, will be reviewed . Prerequisite: RCP-512 . or without accommodation . Students who, after review of the RCP-520 Respiratory Care Equipment and Techniques 4 infants and children along the health-illness continuum . Topics technical standards, determine that they require reasonable include fetal growth and development, neonatal and pediatric RCP-521 Patient Assessment 4 RCP-523 Mechanical Ventilation (4 semester hours) cardiopulmonary physiology and pathophysiology, respiratory accommodation to fully engage in the program should contact Provides instruction in the theory, setup operation and main- RCP-999 Ungraded 19 care assessment of the newborn, infant and pediatric patient, the Office of Student Disability Services to confidentially discuss tenance of mechanical ventilators, their associated modes of Total: 52 and respiratory care diagnostic and therapeutic interventions their accommodation needs . Given the clinical nature of our ventilation and related equipment . Topics include mechanical targeted to specific cardiopulmonary pathologies . Prerequisites: programs, time may be needed to implement the accommoda- ventilator theory, ventilator operation, modes of ventilation, Required Courses RCP-512, RCP-520, RCP-521, RCP-522, RCP-523 . tions . Accommodations are never retroactive; therefore, timely ventilator maintenance and troubleshooting . Prerequisites: RCP- requests are essential and encouraged . To learn more about The RRT student must enroll in and complete the following 511, RCP-512 . RCP-570 Cardiopulmonary Diagnostics (2 semester accommodations at Rush University, please contact: required courses: RCP-530 Cardiac Diseases (2 semester hours) hours) Marie Ferro-Lusk, MBA, MSW, LSW Course Credit Hours Topics include the etiology, pathophysiology, diagnosis, treat- This advanced cardiopulmonary diagnostics course covers a Manager, Office of Student Disability Services RCP-573 Research Project 2 1 ment and prognosis of common cardiac and cardiovascular range of tests that assess different body systems . Topics include Rush University RCP-581 Clinical Practice 4 8 conditions . Respiratory care management of cardiac and cardio- polysomnography and sleep disorders, metabolic testing, ultra- 600 S . Paulina St . AAC 440 RCP-582 Disease Management/Home Health Care 3 vascular disorders, shock, trauma, renal failure, acute gastroin- sound, and echocardiography . Learners will observe tests, iden- Chicago, IL 60612 RCP-583 Research Project 3 1 testinal disturbances, and invasive cardiovascular procedures will tify indications, interpret findings, and describe the equipment (312) 942-5237 be reviewed . Additionally, learners will learn to interpret 12-lead required for each . Prerequisites: RCP-512, RCP-522, RCP-530 . Marie_S_Ferro-Lusk@rush .edu RCP-561 Education 3 RCP-562 Management 3 ECGs and obtain their ACLS credentials . Prerequisite: RCP-512 . CHS-510 Health Care in America: An Overview for Health RCP-563 Research Methods 3 RCP-531 Critical Respiratory Care (4 semester hours) Professions for Students (2 semester hours) RCP-565 Research Project 1 1 Provides instruction on all phases of adult critical care and Health Care in America is designed for students who are enter- RCP-501 Foundations of Professional Practice 3 continuous mechanical ventilation . Topics including physiology ing a health profession . Faculty leaders from across the Medical and classification of mechanical ventilation, acid-base balance, Center present topics that address contemporary issues in Total: 31 indications for mechanical ventilatory support, implementa- America’s health care system . Examples include the organization Elective Courses tion, monitoring, ventilator weaning and discontinuance will and delivery system, the economics and financing of health care, be covered . Advanced critical care techniques for invasive and the national’s health care workforce, long-term care, technology The RRT student must select a minimum of nine semester hours noninvasive patient monitoring will be covered . Hemodynamic and health care, biomedical ethics, health policy and the public’s from the following courses: monitoring will include arterial pressure monitoring, central health, and future directions of America’s health care system . RCP-512 Cardiopulmonary Anatomy and Physiology venous and pulmonary artery catheters, and cardiac output Following presentations, the class breaks into interdisciplinary (5 semester hours) measurement . Noninvasive monitoring techniques including groups led by faculty to explore those and other class-developed questions about health care in America . Provides an in-depth study of cardiac and pulmonary anatomy oximetry, transcutaneous monitoring, capnography, ventilator and physiology, as well as the diagnostic procedures commonly graphic analysis, and assessment of the critical ill patient will used in the hospital to evaluate these systems . Topics include also be reviewed . Prerequisites: RCP-512, RCP-520, RCP-521, the function of the respiratory system, ventilatory mechanics, RCP-522, RCP-523 .

264 265 Course Credit Hours Note: Students who desire additional course work related to supervi- Mission RCP-570 Cardiopulmonary Diagnostics 2 Note regarding RCP-581, Clinical Practice 4: The purpose of this sion and management may request that specific courses taken The mission of the Rush University PA Program is to educate clinical practice will be to allow the student to acquire special at the graduate level in another Rush University department be advanced practice PAs to practice medicine with competence, RCP-530 Cardiac Diseases 2 clinical skills and/or expertise that is not normally achieved in substituted for specific required or elective courses . professionalism and compassion driven by academic excellence RCP-531 Critical Respiratory Care 4 an associate’s degree program or through work experience . The Summary of Minimum Requirements for the MS and a spirit of service to the community . RCP-532 Pulmonary Function Testing 3 student may also use this course to refine or upgrade clinical Degree for RRT Students Holding a Bachelor’s RCP-533 Pediatric and Neonatal Respiratory Care 4 skills that may have been used infrequently due to the nature Vision Degree RCP-512 Cardiopulmonary Physiology 5 of the student’s work environment or experiences . A course The Rush University PA Program strives to be a nationally RCP-522 Pulmonary Disease 3 proposal or prospectus for clinical practice will be designed by Respiratory care required courses 40 recognized leader in educating advanced practice PAs to assume the student and submitted to the director of clinical education . RCP-523 Mechanical Ventilation 4 Credit based on RRT 52 leadership roles in clinical and professional practice . The prospectus or proposal must be reviewed and approved by CHS-510 Health Care in America: An Overview 2 Total: 92 the program director or Committee on Progress and Promotion Goals for Health Professions for Students for Respiratory Care . The prospectus must include course goals The goals of the Rush University PA Studies program are as Total: 31 and objectives; methodology to achieve these goals and objec- follows: Total credit that may be awarded tives to include clinical or laboratory facilities to be utilized; DEPARTMENT OF PHYSICIAN ASSISTANT • Prepare highly qualified AsP to take leadership roles in clini- based on the RRT credential 52 time spent in a given clinical or laboratory area; and proposed STUDIES method of evaluation . Areas of concentration that may be cal practice, collaborative patient-centered care, and service Credit hours that must be completed at Rush 40 included are: Program Overview, Mission, Vision to the community and to the profession . Total respiratory care course hours and Goals • Provide enhanced training opportunities to students in vari- required for the degree 92 • Pulmonary Function Laboratory ous areas of clinical practice . • Cardiac and/or Pulmonary Stress Testing Program Overview The Master of Science in Physician Assistant Studies program is • Prepare PAs who use best practice methods to plan, develop, Sample Advanced Standing Program Student • Diagnostic Sleep Laboratory designed to provide students with an outstanding education in and deliver high-quality, cost-effective health care services . Schedule: • Fiberoptic Bronchoscopy preparation for careers as general practice physician assistants, • Promote evidence-based practice as an integral part of effec- • Physiologic Monitoring to include Hemodynamics as well as to provide a foundation for leadership in an area of Fall Semester Credit Hours tive medical practice . • Adult Critical Care RCP-501 Foundations of Professional Practice 3 advanced clinical practice . • Provide a learning environment that is committed to promot- • Pediatric and/or Neonatal Respiratory Care The innovative 30-month curriculum will utilize the extensive RCP-561 Education 3 ing diversity and cultural humility . • ECMO RCP-562 Management 3 resources available at Rush University to provide its students with an excellent training experience . RCP-565 Research Project 1 1 • Mechanical Circulatory Assistance CHS-502 Research Methods 3 • Respiratory Home Care • The 12-month didactic phase will include lecture, small group Master of Science or RCP-563 • Sub-Acute/Long-Term Care Facilities discussion, and case-based training to prepare students for clinical rotations . Physician Assistant Studies, MS Spring Semester Credit Hours • Pulmonary and/or Cardiac Rehabilitation Physician Assistant Studies Program: Admission RCP-573 Research Project 2 1 • Invasive and/or Noninvasive Cardiology • The unique 18-month clinical training prepares students to Requirements RCP-581 Clinical Practice 4 8 • Hyperbaric Medicine practice as primary care providers, while providing a one-of- a-kind immersion experience in an advanced clinical practice . Admission to the PA program is competitive, and student RCP-523 Mechanical Ventilation 4 • Applied Research Current areas for advanced clinical training include ortho- selection is based on various factors, such as overall strength CHS-501 Introduction to Biostatistics for 3 • Respiratory Care Education pedics, cardiothoracic surgery, vascular surgery, emergency of academic performance, type and quality of prior health care the Health Scientist • Management medicine, internal medicine, pulmonary and critical care experience, including experience working with or shadowing Summer Semester Credit Hours • Advanced Generalist (to include two or more subspecialties) medicine, interventional radiology, urology, neurosurgery, PAs, and interpersonal communication skills . HHV-504 Ethics in Health Care: 2 geriatrics, and physical medicine and rehabilitation . With the program director’s permission, this 8-hour course The program is rigorous, and academic preparedness will be Interdisciplinary Perspectives (RC-581) may be divided into two parts, RC-581A (4 hours) Rush University is excited to offer this physician assistant (PA) assessed based on general and science course grade point RCP-582 Disease Management/Home Health Care 3 and RC-581B (4 hours), accomplishing the same course goals training opportunity in our renowned medical facility . For more average, prerequisite course work grade point average, course RCP-583 Research Project 3 1 outlined above over two semesters . information about the program, visit the website at https:// work completed prior to application, and performance on the RCP-532 Pulmonary Function Testing 3 Graduate Record Examination (GRE) . Substitutions for the above courses to meet individual student www .rushu .rush .edu/college-health-sciences/academic-pro- CHS-510 Health Care in America: An Overview 2 needs may be made from other respiratory care curriculum grams/master-science-physician-assistant-pa-studies, contact Requirements for admission into the PA program include the for Health Professions for Students course work if approved by the program director . the program via email at pa_admissions@rush .edu or call (312) following: 563-3234 .

266 267 • A bachelor’s degree from an accredited college or university • TOEFL scores, if English is not your native language . • A personal statement Rush is committed to excellence in accessibility; we encourage prior to matriculation into the program . students with disabilities to disclose and seek accommodations . • Attendance in the program is on a full-time basis only . • Payment of an application fee as outlined by CASPA • A minimum grade point average (GPA) of 3 .0 on a 4 .0 scale Students entering the PA program must complete the cur- The following technical functions are required of all students is required for both the total GPA and science GPA . GPAs riculum in its entirety . No advanced standing or transfer Physician Assistant Studies Program: Required enrolled in the Physician Assistant Studies program: greater than 3 .3 each for total and science are considered credits will be awarded, regardless of previous professional or Prerequisites competitive; GPAs greater than 3 .5 each for total and science academic experience . Acquire Information The following courses must be completed prior to matriculation are considered highly competitive . • Acquire information from demonstrations and experiences in • The PA program admits students into the class on a rolling into the program . Advanced placement or CLEP courses are not courses such as lecture, group, and physical demonstrations . • Graduate Record Examination (GRE) scores taken within five admission basis . This means that at each interview session, accepted toward meeting prerequisite course requirements . years prior to application submission . A minimal combined offers are made to fill seats in the class . Under a rolling • Acquire information from written documents and computer Verbal and Quantitative score of 1,000, or 302 in the new admissions process, it is possible to fill all the seats in the Candidates must have at least four of the required courses systems (e .g ., literature searches & data retrieval) . completed at the time of application submission . scoring system, is required for interview and admission class before interviews are done . It is to the applicant’s • Identify information presented in accessible images consideration . advantage to submit all application materials as early as Course grades of C or better are mandatory for all prerequisite from paper, slides, videos with audio description, and – A combined score of 1,200 and above, or 309 in the new possible . courses . Courses with grades of B or better are considered transparencies . scoring system, is considered competitive; a combined • Due to the competitive nature of the application process, competitive for admission consideration . • Identify information presented in images from paper, slides, score of 1,290, or 314 in the new scoring system, and meeting posted admission criteria to the program does not • Human Anatomy videos and transparencies . above is considered highly competitive . guarantee an interview offer for the program . • Recognize and assess patient changes in mood, activity, – The score must be attained at a single seating of the • Human Physiology cognition, and verbal and nonverbal communication . exam . If you take the GRE more than once, batched and Additional Factors for Admissions Consideration – OR a two-course sequence combined Human Anatomy & Physiology course Use and Interpret partial scores are not accepted . Rush University and the PA program are committed creating – Original copies of your GRE scores must be sent directly to a class environment that mirrors our diverse community, and • Biochemistry • Use and interpret information from assessment techniques/ maneuvers . Use and interpret information related to physi- Rush University . The PA program GRE code is 0962 . that supports access and inclusion among our students . While • Microbiology (with Lab preferred but not required) all candidates must meet posted minimum admissions criteria, ologic phenomena generated from diagnostic tools . • Documented hands-on, direct patient contact experience in a • Psychology or equivalent course work in the behavioral candidates with any of the following factors indicated on their Motor health care setting, accrued within seven years of application sciences submission . Experience working with or shadowing PAs is CASPA application are given additional consideration toward • Possess psychomotor skills necessary to provide or assist in • Statistics required . A minimum of 1,000 hours of direct patient contact admission to the program, to be reviewed on a case-by-case holistic physician assistant studies care and perform or assist experience is required at the time of application submission . basis: with procedures and treatments . It is strongly recommended that all courses be taken within Having above 1,500 hours is competitive, and having 2,500 • Military veterans seven years prior to application to the program . • Practice in a safe manner and appropriately provide physician hours and above is considered highly competitive . assistant studies care and assessment in emergencies and • Persons from an underrepresented minority group in the • A completed application submitted to the Central Application The following prerequisite courses MUST BE taken within the life support procedures and perform universal precautions health care sciences Service for Physician Assistants (CASPA) . past seven years prior to application to the program: against contamination . • Persons from economically disadvantaged backgrounds – A supplemental application, and $40 fee, is required only • Human anatomy Communication if you are invited to interview at the program . Information • First person in one’s family to attend a higher education • Human physiology • Communicate effectively and sensitively with patients and regarding this will be provided with an interview training program • Biochemistry families . invitation . • Microbiology • Communicate effectively with faculty, preceptors and all • An on-campus interview with members of the PA program Completing an Application to the Rush University members of the health care team during practicum and other faculty and admissions committee . PA Program Physician Assistant Studies Program Technical learning experiences . • All applicants must meet the minimum requirements to The application cycle is open from April 27 to October 1 of each Standards • Accurately elicit information including a medical history and perform the essential functions of a PA . See the Technical year . other information to adequately and effectively evaluate a Standards for more information . Rush University is committed to diversity and to attracting and Applications must be submitted online via CASPA at https://por- educating students who will make the population of health care population’s, client’s or patient’s condition . • Admission is contingent upon successful completion of a tal .caspaonline .org/ . CASPA application requires: professionals representative of the national population . Intellectual Ability health assessment, criminal background check, and drug screening processes prior to matriculation . Information • Submission of official transcripts for all college course work Our core values — Innovation, Collaboration, Accountability, • Measure, calculate, reason, analyze, and synthesize regarding this requirement is discussed during interviews . completed Respect and Excellence (ICARE) — translate into our work data related to diagnosis and treatment of patients and with all students, including those with disabilities . Rush actively populations . • Applicants with course work or a bachelor’s degree conferred • Three letters of recommendation . It is preferred that at least collaborates with students to develop innovative ways to • Exercise proper judgment and complete responsibilities in outside of the United States must submit a course equiva- one of the letters be from a PA, physician, or other health lence evaluation by either World Education Services (WES) or care provider who is familiar with the PA profession . ensure accessibility and creates a respectful accountable culture a timely and accurate manner according to the physician Education Credentials Evaluators (ECE) . through our confidential and specialized disability support . assistant studies role .

268 269 • Synthesize information, problem solve, and think critically to Physician Assistant Studies Program: Phase II Courses: Core Clinical Rotations judge the most appropriate theory, assessment or treatment Curriculum Descriptions strategy . Phase I: Course Descriptions Behavioral Course Credit Hours PHA-583 Internal Medicine II 4 • Maintain mature, sensitive, effective relationships with cli- Summer* Credit Hours PHA-584 General Surgery I 4 ents/patients, families, students, faculty, staff, preceptors and PHA-511 Human Anatomy 5 other professionals under all circumstances . PHA-585 General Surgery II 4 PHA-512 History and Physical Examination 2 • Exercise skills of diplomacy to advocate for patients in need . PHA-580 Master’s Research Project 2 PHA-513 Professionalism & Practice I 2 PHA-581 Family Medicine 4 • Possess emotional stability to function under stress and adapt PHA-514 Clinical Medicine I 4 to rapidly changing environments inherent to the classroom PHA-582 Internal Medicine I 4 PHA-515 Diagnostic Methods 1 and practice settings . PHA-586 Women’s Health 4 *The 2017-18 Rush University catalog outlines the curriculum for PHA-587 Pediatrics 4 Character Physician Assistant Studies students who begin their course work in the PHA-588 Behavioral Health 4 • Demonstrate concern for others . 2018 summer term. Physician Assistant Studies students who began their program in the 2017 summer term are bound by the 2016-17 Rush PHA-589 Long-Term Care/Geriatrics 4 • Demonstrate integrity, accountability, interest and motivation . University catalog. However, as a result of a calendar conversion, PA PHA-590 Emergency Medicine 4 • Demonstrate intent and desire to follow the Rush University students starting in the 2017 summer term will follow their initial summer PHA-591 Elective I 4 and Physician Assistant Studies Code of Ethics . course work curriculum (outlined directly below), while adhering to the new curriculum starting in the Phase I Fall term, as detailed in the PHA-592 Elective Rotation II 4 The technical standards delineated above must be met with curriculum that follows. or without accommodation . Students who, after review of the Summer 2017 Term Curriculum Phase III Course Descriptions: Advanced Clinical technical standards, determine that they require reasonable PAS-511 Human Anatomy (7 quarter credits) Rotations accommodation to fully engage in the program should contact PAS-512 History & Physical Examination (3 quarter credits) the Office of Student Disability Services to confidentially discuss PAS-513 PA Professionalism and Practice I (2 quarter credits) Course Credit Hours their accommodation needs . Given the clinical nature of our PAS-514 Clinical Medicine I (5 quarter credits) PHA-594 Advanced Clinical Practice II 15 programs, time may be needed to implement the accommoda- PAS-515 Diagnostic Methods (1 quarter credit) tions . Accommodations are never retroactive; therefore, timely Fall Semester Credit Hours PHA-593 Advanced Clinical Practice I 15 requests are essential and encouraged . To learn more about CHS-620 Health Care in America 2 Total Semester Hours for Program: 132 accommodations at Rush University, please contact: PHA-520 Principles of Clinical Pharmacology I 3 Marie Ferro-Lusk, MBA, MSW, LSW PHA-521 Research and Statistics 2 Manager, Office of Student Disability Services PHA-522 Diagnostic Reasoning I 2 Rush University PHA-523 Professionalism & Practice II 2 600 S . Paulina St . AAC 440 PHA-524 Clinical Medicine II 6 Chicago, IL 60612 PHA-525 Principles of Advanced Practice I 2 (312) 942-5237 Marie_S_Ferro-Lusk@rush .edu Spring Semester Credit Hours CHS-605 Introduction to Ethics in Health Care: 2 Interdisciplinary Perspectives PHA-530 Principles of Clinical Pharmacology II 3 PHA-532 Diagnostic Reasoning II 2 PHA-533 Professionalism & Practice III 2 PHA-534 Clinical Medicine III 6 PHA-535 Principles of Advanced Practice II 2 PHA-536 Emergency & Surgical Medicine 2

270 271 Welcome to The Graduate College

On behalf of the faculty and staff, let me welcome you to the Graduate College . This is a time of explosive growth in biomedical knowledge occurring simulta- neously with rapidly expanding health care needs . We have an unprecedented challenge in optimally preparing graduate professionals to contribute to progress in health outcomes for this dynamic world . In the Graduate College, we have six educational programs that include a range of biomedical doctoral and master’s degrees to help prepare the next generation of biomedical research and educa- tion leaders . For example, we have recently re-engineered our laboratory-based RUSH UNIVERSITY doctoral program, as well as our laboratory-based two-year master’s program, so that the research students in those programs will be better prepared to address The Graduate College emerging biomedical challenges . The redesign of our graduate curricula is the collaborative work of the faculty working with students to synthesize many disciplinary perspectives to better understand the shared mechanistic basis of human health as well potential perturbations contributing to the development of human diseases . Our faculty includes a wide range of highly accomplished and nationally impactful researchers and educators who are deeply committed to biomedical professional development . Over the last decade, Rush research faculty have been consistently successful in competing for new federal research awards . As a result, despite tight national biomedical research funding, last year our faculty received over $100 million dollars of total federal awards . This great success has many positive dimensions . From our students’ perspective, this provides a vibrant array of research environments with a number of productive research teams to choose from when considering where to conduct their dissertation or thesis research work . This biomedical research environment is further strengthened by several major, federally funded collaborative relationships across the academic medical centers of Chicago in the areas of translational research, precision medicine research and medical bioinformatics research .

The Graduate College is an institution that is invested in the success of each and every student that walks through our doors . Our goal is to sharpen analytical skills, hone problem-solving approaches and educate our graduate students so that they are well prepared to bring value in creatively address- ing complex biomedical problems . We live and work in a vibrant urban center that enjoys a produc- tive and collaborative biomedical community . This environment, coupled with Rush’s strong research and clinical legacy, provides many opportunities for ongoing career evolution both in this region and nationally . Rush’s Graduate College is a superb environment for biomedical training, and we look forward to working together in advancing your professional career goals while we make real progress in improving health .

James L . Mulshine, MD Professor Dean of The Graduate College (Acting)

272 273 The Graduate College: Mission, concerns as communicated by the National Institutes of Health as an elected faculty member from each of the programs serving as liaisons between the student body, the Graduate College, and Vision and Philosophy in regard to optimal biomedical workforce preparation . To for a term of two years, and three students from these programs the University . address issues with the torrential pace of research innovation (elected by the students annually) . Only the elected members Also, as part of a community of science professionals, the GCSC Mission as well as the realities of the rapidly evolving workplace, we and students are allowed to vote . An elected member of the partakes in university or community outreach programs such The mission of the Graduate College of Rush University is to have recently completed a comprehensive re-engineering of our Graduate College Council serves as the chair of the council . The as fund-raisers, elementary school science demonstrations, and promote and assure excellence in research education and laboratory-based doctoral and master’s curriculum . In this pro- council is the senior representative body of the faculty and is philanthropic work deemed appropriate by the members of the mentoring programs responsible for training outstanding and cess, we have placed a deeper emphasis on presenting course constituted to represent the college faculty and advise the dean council that year . In recent years, the GCSC has instituted the diverse candidates in the basic and clinical sciences . At Rush, material from an integrated conceptual framework so that regarding (i) the organization, function and coordination of edu- Emerald Event, a large fund-raiser to enable the students of the the translation of bench research to the clinic and the develop- students are better prepared to manage the rapidly expanding cational and research resources, services and activities among Graduate College to attend scientific conferences and present ment of evidence-based medical practice through clinical trials body of complex biomedical information . Our curriculum moves the various units of the college; (ii) adequacy of college facilities their research . Since its beginning, the GCSC has raised money are critical goals of the institution . The faculty works side by from a disciplinary perspective to a more systematic, interdisci- and infrastructure, (iii) effectiveness of the college’s support to pay for well over 50 travel awards . The GCSC has also helped side with the students to devise better detection approaches plinary orientation that is intensely collaborative in nature . Thus, services (e g. ,. student services, technology, information systems, in various charitable endeavors that raise money for research, as or to develop more effective interventions that improve patient all laboratory-based graduate students will now jointly partici- etc );. (iv) faculty grievance process; and (v) amendments to the well as university-sponsored fund-raisers including golf outings, outcomes and the health of all citizens of greater Chicago . The pate in a common, integrated first-year curriculum exploring the policies and procedures . Under the Rush University governance, wine and cheese tastings, art auctions, and smaller projects Graduate College promotes respectful, collaborative efforts shared foundations of biomedical sciences . This approach lever- the Graduate College Council has a number of defined respon- throughout the year . The GCSC also organizes several social and provides a rich educational and research environment for ages the significant interaction of students with interests across sibilities in governing the college, such as conducting periodic outings from BBQs to WhirlyBall competitions and intradepart- students to prepare for challenging careers in the fast-moving the spectrum of biomedical sciences and provides a common reviews of all Graduate College program policies and procedures . mental sporting competitions . world of biomedical research . knowledge base to allow students to move more fluidly into The faculty of the Graduate College is drawn from the faculty the team-based research phase of their specific programs . This of the other colleges of Rush University, who hold the same Vision integrated biomedical sciences curriculum also creates a more rank in the Graduate College as in their primary colleges . All of Programs inclusive and welcoming feeling among students to encourage Basic and clinical scientist graduates of the Graduate College our programs are administered out of the dean’s office and are group learning and problem solving . Doctor of Philosophy in Integrated Biomedical will become leaders in their respective research fields, secure overseen by the Graduate College Council . Faculty members leadership positions in academia or industry, compete success- The new integrated biomedical sciences master’s program starts from several programs participate in the education of students in Sciences Program fully for extramural grants, and train the next generation of with a shared first-year course plan, but in the second year, each program . To facilitate their educational mission, the laboratory-based research scientists . Success in this regard relates to embracing students can personalize their research activities in any of five research PhD and MS programs, called the integrated biomedi- the culture of team science, understanding how your efforts can areas of translational research excellence at Rush . The Graduate Program-Specific Education Committees cal research programs, are organized into five tracks correspond- ensure sustained productivity in addressing strategic biomedi- College also includes a specialized master’s program for The integrated biomedical sciences, biotechnology and clinical ing to interdisciplinary areas of research excellence at Rush that cal problems, and leading in the advancement of the medical laboratory-based biotechnology research and another program research programs all have education committees that monitor are also highly aligned with areas of clinical strength . This align- sciences and the promotion of health . in clinical science research . We continue to evolve these course the process of student acceptance and progression and deal ment forms a fertile nexus for sustained, innovative translational offerings to address the expanding need for clinical scientists with curricular issues . Respective program directors chair these collaboration . The tracks typically involve fluid interactions of Philosophy and highly trained technical staff, respectively, to advance sci- committees . Changes in curriculum must be approved by the relevant scientists, clinicians and other professionals working in Rush University provides outstanding health sciences education and ence in the 21st century . These programs also share the Rush Graduate College Council . flexible team structures . This new organizational approach builds conducts impactful research in a culture of inclusion, focused on the unifying features including a high degree of individualized fac- on the strong legacy of the Graduate College but is designed to promotion and preservation of the health and well-being of our diverse ulty and student interaction through the educational processes Graduate College Student Council (GCSC) create a more stimulating learning environment for the students . communities. This statement outlines a vibrant role for the This entails moving from the traditional discipline-focused of the college grounded in a productive, high-quality transla- The Graduate College Student Council (GCSC) is an open forum, Graduate College in preparing leaders to help Rush, and other curriculum to a more integrated, systems biology approach tional research/clinical environment . Students find the open whereby any student member of the Graduate College (MS or institutions that share similar aspirations, to achieve success in embracing multidisciplinary team-based science that is required collaborative environment across the college with a shared focus PhD) can attend meetings held by the elected graduate student transforming our health care system . for greater success in addressing existing complex biomedi- on translational research through team-based research and care representatives . These meetings are for the students to discuss cal challenges . The learning environment in the new program The Graduate College was originally established in 1981, to to constitute a highly favorable educational environment . concerns related to the Graduate College, including the curricu- format will enhance student-to-student interaction as students provide opportunities for students to work with nationally lum, insurance, academic matters, fund-raising, degree require- are immersed into the Rush research environment . All students recognized faculty to earn doctoral degrees in the sciences basic ments, professional development opportunities, and community participate in a shared integrated curriculum and then choose to to health care . Students are engaged in highly individualized The Graduate College: Organization engagement . All issues raised at these meetings will be brought conduct their doctoral or thesis research in one of five inter- training to maximize opportunities for self-realization . Faculty to the attention of the Graduate College Council . Also, the GCSC The Graduate College Council disciplinary tracks that related to areas of excellence in clinical members share their scholarly expertise and hands-on labora- coordinates awards given to the faculty by the graduate students The Graduate College Council is the senior representative body care as well as funded research at Rush . At the same time, we tory and clinical research experiences with students in a variety (Mentor of the Year and Excellence in Teaching Award) . All stu- of the college . Its membership includes all program directors, have broadened the array of faculty, representing a wider range of settings . dents are encouraged to participate to ensure that their input is including the directors of the PhD in nursing science and PhD in of disciplines from basic science to clinical care and community communicated . Students serving on the council are provided the The Graduate College is also addressing emerging training health sciences programs (that are run jointly with the College health, working together to address critical biomedical problems opportunity to take an active role in college governance, serving of Nursing and College of Health Sciences, respectively), as well in the five track areas .

274 275 The five educational/ research tracks of the College are as This program is delivered by the College of Nursing faculty This program is delivered by the College of Health Sciences The educational process for the first-year integrated curriculum follows: in conjunction with the Graduate College . The full descrip- faculty in conjunction with the Graduate College . The full is coordinated by a program director who works to ensure that tion of the doctorate is provided at www .rushu .rush .edu/ description of the doctorate is provided at www .rushu . the integrated first-year curriculum is delivered in a fashion that • Cardiovascular and respiratory biology college-nursing/programs-admissions/nursing-science-phd . rush .edu/college-health-sciences/academic-programs/ supports student mastery in approaching complex biomedical • Function and disorders of the musculoskeletal system doctor-philosophy-health-sciences . problem solving . The overall program director is responsible for A three-year accelerated plan of study is available to the learning environment for the remainder of the dissertation • Function and disorders of the nervous system qualified students. Accelerated students are given full Integrated Biomedical Sciences Master’s Program years and is charged with achieving full programmatic integra- • Infection, immunity and inflammation research tuition support and a stipend. This Master of Science program is a two-year program that is tion including learning assessment as well as timely student • Translational cancer research One of the full tuition scholarships is funded by the Robert Wood designed to educate science professionals to have productive progression . Each track leader interacts with the other track Johnson Future of Nursing Scholars Program. The Robert Wood careers in research and academic positions, as well as to gain leaders and the integrated biomedical sciences directors through The primary goal of each track is to provide excellent gradu- Johnson program offers unparalleled development, leadership career advancement opportunities within their specialized fields . the educational committee to ensure smooth functioning of this ate education in the sciences basic to medicine . The tracks are and networking opportunities through sponsored institutes and Graduates of this program will go on to perform high-quality, program . flexible and responsive to the changing needs and experiences workshops . impactful biomedical research at colleges and universities, in their disciplines . This approach is highly aligned with our government agencies, hospitals, nonprofit agencies and industry . Master of Science in Biotechnology Program shared vision: The Rush learning community will be the leading Contact us to learn about additional scholarships and research Students in the program will work with faculty and scientists to The Graduate College offers a nine-month, non-thesis aca- health sciences university committed to transforming health care support for PhD students . generate new knowledge in the fields of biomedicine through demic, research and laboratory master’s-level training program through innovative research and education . Doctor of Philosophy in Health Sciences Program the application of sophisticated research methods . This degree is designed to prepare the student for a research career in the The educational process for the first-year integrated curriculum The program of study for the Doctor of Philosophy degree intended to offer students an intermediate step in a career path, pharmaceutical and biotechnology industries or the university is coordinated by an associate program director who works to involves a rigorous curriculum that emphasizes fundamentals provide research experience to supplement their primary profes- laboratory . This program is also an excellent preparation for ensure that the integrated first-year curriculum is delivered in a and advanced concepts in leadership, education, research and sional path or provide supplementary training for other reasons . further training in graduate school or professional doctoral fashion that supports student mastery in approaching complex programs . professional development . The guiding principle of the curricular The program consists of the following: biomedical problem solving . The overall program director is design is threefold and presented in a continuum of founda- The student will take the Graduate College’s core curriculum responsible for the learning environment for the remainder 1) A core curriculum that builds knowledge and skills in research tions (theory), application (real-world problem resolution) and series of didactic courses covering principles of molecular of the dissertation years and is charged with achieving full theories and methodology, data analysis and statistics, labora- vision (synthesis and creative/critical forward thinking regarding biology and genetics, cellular biochemistry, cell biology, tis- programmatic integration, including learning assessment as well tory applications and skills, and the molecular and cellular the future trajectory of health care) . First, an epistemological sue biology, system physiology and pharmacology . Additional as timely student progression . Each track leader interacts with sciences basic to health and disease . framework associated with leadership, education and research courses designed specifically to prepare students for a career in the other track leaders and the integrated biomedical sciences is established . The curriculum then challenges the learners 2) A research project and dissertation . Students select their the laboratory and research, including Experimental Design and directors through the educational committee to ensure smooth to address real-world applications through focused seminar research area and advisor from five tracks that include the fol- Models in Disease, Tools for Research, Biostatistics, Research functioning of this program . courses and learner-centered projects . The curriculum culminates lowing: translational cancer research; cardiovascular and respira- Ethics, Scientific Writing, and Communication and Management, with challenging the learner’s axiological considerations through tory biology; immunity, infection and inflammation research; Doctor of Philosophy in Nursing Science Program are also required . Finally, students will participate in hands-on research, demonstration projects, the dissertation focus, owner- function and disorders of the musculoskeletal system; and func- laboratory courses designed to cover the common and most The PhD in Nursing Science program prepares you to be a clini- ship of learning, and philosophical challenges to the status quo . tion and disorders of the nervous system . Thesis research hours important techniques and methods employed in research today . cal researcher who advances the nursing care of individuals and are consistent across all of the tracks within the integrated The transition to doctoral candidacy occurs when the student The student will also participate in the IPE 502 university course, communities through scientific discovery . biomedical sciences MS program and encompass laboratory successfully completes all core courses, passes a comprehensive which will expose students to interprofessional teamwork on research time required for completion of the thesis, including This program will help you do the following: qualifying examination, and receives approval of the disserta- healthcare settings . The course will appear on the student’s analyzing published data, developing a research proposal, learn- transcript . The laboratory and research experiences will ensure • Integrate knowledge from biological, behavioral and clinical tion proposal . Doctoral candidates conduct research and publish ing and applying advanced methodologies and statistical data proficiency in a wide variety of techniques, making the student sciences under the guidance and supervision of a research mentor . analyses, developing skills to write a project proposal, practicing highly competitive for employment in this ever-expanding and • Perform clinical research that contributes to the scientific The program objectives are to produce scholars who will do the presentation skills to disseminate one’s own research findings, understaffed job market . This program also gives an excellent basis of care provided to individuals across the life span and following: and developing, writing, presenting and defending a thesis exposure to basic science and its applications in translational in any setting where care is provided 1 . Generate new knowledge and innovative applications project . research, thus serving those students who wish to further their • Gain the leadership skills necessary to serve as a senior through research The primary goal of each track is to provide excellent graduate studies in professional schools (medical, dental, pharmacy and other health sciences) or join a PhD program . academician and influence health care systems and policy 2 . Disseminate knowledge through education and publications education in the sciences basic to medicine . The tracks of the college are flexible and responsive to the changing needs and • Develop and submit manuscripts for publication throughout 3 . Shape the future of health sciences through leadership and experiences in their disciplines . This approach is highly aligned Master of Science in Clinical Research Program the program cooperation with our shared vision: The Rush learning community will be the This Master of Science program is designed to provide physi- 4 . Produce scholars who will uphold the highest ideals of health leading health sciences university committed to transforming cians and other health care professionals the tools necessary to sciences health care through innovative research and education . undertake and evaluate clinical research . This program is part

276 277 of the Graduate College . The two-year, thesis-requiring program 5 . GRE scores, or scores of an equivalent test (e .g ., MCAT, The Graduate College: In addition to these requirements, full-time PhD candidates in involves two semesters of didactic lectures in the late after- DAT, PCAT, or USMLE) . Applicants must perform at least at Shared Curriculum the Graduate College must attend a minimum of four ethics noon, followed by three semesters of mentored clinical research the 50th percentile on these standardized examinations . seminars per year following their first year of classes . Failure to experience . Both years are designed to provide the necessary GRE will be waived for applicants with a PhD degree in the The Graduate College shared curriculum is designed to enhance attend the required number of lectures or equivalent will delay skills needed to perform clinical research in the 21st century . basic sciences and may be waived for applicants with or a interaction among students from all the programs while at the graduation . The coursework covers experimental design and historically professional degree in the health sciences (e .g ,. MD, DO, DDS, same time provide the basic knowledge base that the faculty important clinical trials, as well as clinical research with a faculty PharmD) or with significant relevant work experience . . have deemed necessary to become successful in science . The member . Graduate College curriculum runs for two consecutive semesters 6 . Applicants with an international medical degree must submit The Graduate College: (fall and spring) and provides introductory training in molecular MS and PhD Degrees USMLE Step 1 and Step 2 scores with a minimum perfor- genetics, genomics cellular biochemistry, cell biology, tissue biol- mance at the 50th percentile . The Graduate College: ogy and cell signaling, as well as a comprehensive and system- The Graduate College prepares students for the Master of Science and Doctor of Philosophy degrees . The Doctor of Admission Requirements 7 . Official transcripts from all institutions attended . atic overview of physiology and pharmacology . Students will also learn basic theories underlying modern scientific technique . Philosophy is awarded in recognition of high achievement in a – Applicants must hold a bachelor’s degree from an accred- The faculty of the Graduate College encourages diversity In addition, the student will take courses in ethics, scientific particular field of scientific research as evidenced by submission ited institution with a minimum GPA of 3 .0 on a 4 .0 scale . among the student population and therefore seeks to admit writing and basic statistics . These courses will be supplemented of a dissertation that demonstrates the power of independent Students with an international degree must submit official persons from various backgrounds . The Graduate College uses by specialized, advanced courses offered by the individual investigation and contributes to the body of existing knowl- transcripts along with a course-by-course evaluation from the following guidelines to evaluate candidates for admission . programs . edge . An undergraduate record of scholastic excellence is an ECE, which confirms the equivalence of at least a U S. . Individual programs within the college may have additional important background for the Graduate College experience . The bachelor’s degree with a minimum GPA of 3 .0 on a 4 .0 The following courses constitute the shared curriculum of the requirements and criteria for admission . Applicants are encour- Graduate College also provides excellent research and training scale . Graduate College (GCC): aged to first check with the program of interest . The college’s opportunities for advanced medical students who want to take requirements are listed below . – Completion of the following courses with a “B” grade or • GCC-501 Molecular Biology: Genome to Proteome time out of their medical school studies to enroll in the Graduate better is preferred: two semesters of biology with labora- College in an MS or PhD program . The process of application Deadline for applications: The priority deadline for Doctor • GCC-502 Cellular Biochemistry: Proteins, Transport and tory, two semesters of chemistry with laboratory, biochem- review includes a search for evidence of creativity and scholarly of Philosophy programs is January 1; the final deadline is March Signaling istry or cell biology with laboratory, calculus, and college potential in the applicant . Non-degree students are not admitted 1 . The priority deadline for Master of Science programs is March • GCC-503 Functional Cell Biology physics . with advanced degree objectives and are ineligible to become 30; the final deadline is May 1 . The final deadline for clinical • GCC-504 Functional Tissue Biology candidates for advanced degrees . Upon approval by a course research is July 30; the final deadline for Rush and Stroger affili- 8 . TOEFL scores must be submitted for all non-native English director and appropriate registration, any individual may audit ates is July 30 . (International students and some programs will speakers . • GCC-505 Techniques in Biomedical Sciences a course . In all cases, a student considering application for have earlier deadlines . Please check with the individual program – The minimum TOEFL score required for admission is an 80 . • GCC-506 Research Ethics admission should first establish contact with the director of his director early in the application process .) – TOEFL scores will be waived for non-native English speak- • GCC-507 Biomedical Statistics or her choice of program to determine program requirements . Applications to the Graduate College are reviewed consider- ers who have completed a bachelor’s degree or higher • GCC-508 Scientific Writing The student must meet all of the requirements for progress ing all parts of the application when determining admission . from a U .S . accredited institution or with work experience • GCC-510 Introduction to Pharmacology and graduation in the graduate studies program . In this regard, The following documents must be completed and submitted to in the U .S . demonstrating language proficiency . individualized studies will be programmed to meet the student’s • GCC-511 Readings in Molecular Biology be considered for admission (minimum requirements are listed need in achieving essential knowledge in preparation for these – USMLE Step 2 may be substituted for the TOEFL . under each point below), with each program defining require- • GCC-512/513 Readings in Cellular Biochemistry and requirements . ments to enhance success in addressing the mission of Rush: 9 . Completion of an interview with Graduate College faculty is Functional Cell Biology required for the competitive Integrated Biomedical Sciences 1 . Online application submitted by the deadline . • GCC-514 Readings in Functional Tissue Biology Doctor of Philosophy Program and for biotechnology candidates . All competitive The degree of Doctor of Philosophy (PhD) is the highest degree 2 . Statement of purpose that includes, in a maximum of 500 • GCC-544 Advanced Statistics PhD applicants will be asked to interview over the phone, in conferred by Rush University . The PhD is restricted to those words, a statement about the applicant’s research interests • GCC-546 Principles of Biostatistics I person or via Skype . scholars who have demonstrated superior ability in a recog- as they pertain to graduate school in the biomedical sci- Acceptance of transfer credit: Petition for transfer of gradu- • GCC-547 Principles of Biostatistics II nized academic discipline . While each program has identified ences . Applicants should include past undergraduate studies, ate credit is consistent with University policy . Graduate-level • GCC-551 Ethics in Biomedical Research and the IRB requirements, the PhD degree is not awarded following the research experience and activities that have influenced their transfer credit is subject to the approval of the faculty advisor, completion of any specific number of formal courses nor on the specific areas of interest . Previous research experience is • GCC-593 Introduction to Grantsmanship program director or designated college administrator based on basis of miscellaneous course studies and research . The entire strongly preferred for admission into the PhD program . • GCC-711 Advanced Readings in Molecular Biology an evaluation of quality and equivalence . For graduate-level pro- PhD program must be integrated and highly research oriented . 3 . Curriculum vitae or resume . grams, no more than one-third of the total number of required • GCC-712/713 Advanced Readings in Cellular Biochemistry It should culminate in a work of literary and scholarly merit, and Functional Cell Biology which is indicative of the candidate’s ability to conduct original 4 . Three letters of recommendation (a minimum of two should credits that contributed to the student’s GPA may be granted to research in a recognized specialty (generally in the form of a come from academic sources) . Letters must be on official let- a student as transfer credit for work done at another graduate • GCC-714 Advanced Readings in Functional Tissue Biology first-author manuscript) . PhD programs are directed by selected terhead and submitted by the recommender . institution .

278 279 faculty members who work closely with graduate students . In At or near the completion of the dissertation, each student will The Graduate College: monitors the progress and promotion of all students and gives practice, each program is composed of formal courses, guided share, by means of a public presentation with the academic Academic Policies final approval to award students’ degrees . individual study in a chosen field or discipline, study in such community at large, the knowledge that the student has devel- cognate subjects as may be required by the candidate’s advisory oped . Students are responsible for posting announcements (at The Graduate College adopts college-wide policies and pro- Dismissal cedures and reviews program-specific regulations . Students committee, and original research that serves as the basis of a least two weeks prior to the presentation) on institutional bulle- Each program establishes grounds for dismissal beyond the follow the college and program-specific policies in effect at the required scholarly dissertation . tin boards and emailing all faculty and students of the Graduate minimal criteria established by the Graduate College . Should a time of initial matriculation in the Graduate College . However, College the title of the dissertation, the student’s name, and the program recommend the dismissal of a student, the director will the Graduate College reserves the right to make substan- Admission to Candidacy location, date and time of the public presentation . This public forward such recommendation to the Graduate College Council tive changes in its programs after the student’s matriculation . Admission to candidacy is evidence that the doctoral student presentation must precede the final approval of the dissertation for final action . Letters of dismissal come from the dean . Appeal Students will be informed in writing by the program director of has successfully completed all preliminary coursework and by the dissertation committee . of a dismissal action begins within the appropriate program . any changes made during their tenure in the program . Students is prepared to move into an intensive research experience . Upon completion of the public presentation, the student will re-entering the college after an absence will be guided by poli- Depending upon the program’s requirements, these exams will Full-time Enrollment meet with the dissertation committee to review the presenta- cies and procedures in effect at the time of re-entry . test accumulated knowledge, scientific reasoning, and the ability tion, the dissertation document and the student’s preparedness Full-time enrollment is required of all Graduate College students to develop hypotheses and test them with appropriate designs . to enter the scientific community . A majority of members of the Examination Policy with the exception of the clinical research students and students Admission to candidacy is a demonstration of confidence that committee must sign the dissertation certifying the completion Enforcing the examination policy of the college is the responsi- within the PhD programs in nursing science and health sciences . the student will successfully accomplish the remaining require- of all requirements for the Doctor of Philosophy degree . bility of the individual course director, who will inform students Full-time students must register for at least nine semester hours ments of the program . Students who fail to achieve admission to and the proctors about the examination requirements for that for each term, except when advised differently . Students must candidacy, but have otherwise completed all other prerequisites, Master of Science particular course . A period at the end of the semester is pro- obtain written permission from the program director for excep- will be granted a terminal master’s degree . The Master of Science degree is offered in many programs . This vided for examinations; however, any form of assessment can be tions to this policy . Students receiving a thesis-requiring master’s degree is designed to offer students an intermediate step in a conducted at any week of the semester . This information will be degree from the Graduate College as a full-time student must Dissertation career path, provide research experience to supplement their included in the course schedule and syllabus . be enrolled for all terms between their matriculation and gradu- A doctoral student must complete a dissertation . This document primary professional path or provide supplementary training ation . The average length of this program is five semesters . is developed through faculty-guided independent research proj- for other reasons . The college offers two types of MS degrees: Pass/No Pass Grades Part-time students earning a master’s degree must be enrolled a ects . Review of the dissertation will follow the sequence of steps (1) the research MS in basic sciences or clinical research, which Each program identifies all courses required of its students . minimum of two semesters per academic year . The accelerated, described in the manual “Preparation of Theses and Doctoral requires a thesis and traditionally takes two years to complete; Required courses are usually taken for letter grade and not non-thesis master’s program’s length is two semesters . The mini- Dissertations ”. Copies of this manual are available in each and (2) a non-thesis MS that is a consequence of the successful under the pass/no pass (P/N) option . Research hours are gener- mum requirement for graduation from the college is program graduate program and in the Library of Rush University Medical completion of a series of classes and laboratory skills (i e. ., the ally graded using the P/N option . However, a program may opt specific . At the time of graduation, the student must be enrolled Center . The dissertation must be original and cannot have been MS in biotechnology) . to provide a letter grade for research classes . Postcandidacy in the college . The maximum time allowed to graduate from a used to meet the requirement of any other degree, either at research hours (over 600) for doctoral students are graded as full-time thesis-requiring master’s degree program is four years Rush University or at any other university . Thesis P/N . starting with the first semester of official enrollment; for the PhD degree, the maximum time is five years . Each student will have a dissertation committee whose role The research MS degree requires the successful completion of it is to assure that the student’s dissertation is of high quality course work and publication of a scientific thesis that reflects Good Academic Standing Residency and meets the standards of the program and the college for the research experience of the student . This thesis should reflect To remain in good academic standing, students must maintain originality, contribution to the field and scholarly presentation . original work, which can be published in a peer-reviewed a cumulative grade point average of 3 .0 and meet the require- Doctor of Philosophy (PhD) candidates are expected to meet The role of the committee is also to assure that the student is journal . The student, together with the advisor, will form a thesis ments of their program . A student must be in good academic all requirements for graduation within five enrolled academic making satisfactory progress toward completion of the degree . committee consisting of three members: the advisor (who must standing to be admitted to candidacy and to graduate . Students years in the Graduate College (excluding leaves of absence [see The dissertation committee is chosen by the student in conjunc- be a member of the Graduate College) and two additional failing to maintain a GPA of 3 .0 will be notified by the dean in below]) . This period begins with the semester in which the stu- tion with the student’s primary advisor and should consist of at members . The advisor will work with the student to develop a writing that their student status has been changed to “on pro- dent formally matriculates . A student exceeding that time limita- least five total members . The primary advisor must be a member research project that can be completed within the framework of bation ”. Students who fail to remediate their deficiencies within tion must submit to the Graduate College Council, in writing, a of the Graduate College . At least one member of the committee the program . The committee members will assure the quality of one academic year or are placed on probationary status a third request to extend their candidacy beyond that time period . This should be from outside of the program or track, and preferably the work and of the thesis document . Upon completion of the time are subject to dismissal by the Graduate College . request must identify the reasons for the extension and provide from outside of the institution . Once the committee convenes, it thesis, the student will present the findings in a public forum a written plan with reasonable deadlines for completion . This will choose a chairperson, who cannot be the student’s primary open to the University . The members of the committee, including Academic Difficulty document will be co-signed by the student’s advisor and pro- advisor . The chairperson will oversee the scheduling and activi- the student’s advisor, must sign off on the thesis, certifying the Each program has policies and procedures regarding students gram director . The council will then vote whether to accept the ties of the committee . completion of all requirements for the MS degree . who fail to maintain good academic standing . While the respon- extension or not (passed by simple majority) . The student’s advi- sibilities of informing students of their academic problems and sor will then provide an update on the student’s progress after of establishing conditions for regaining good academic stand- six months . One year after the extension is granted, the student ing reside within the program, the Graduate College Council is expected to complete all requirements . A second request may

280 281 be made by the student’s advisor and program director, but will may also appeal an unreasonable delay in his or her graduation The issues discussed and the outcomes of all meetings in this The council is responsible for setting policies for the admission be accepted only through a two-thirds majority of the voting from the University . No other issues may be appealed through appeal process are documented . This record-keeping is the of students; the formulation and adoption of general operating members present at a formal hearing of the Graduate College this process . responsibility of a faculty member who is to be designated at policies, standards and procedures of the college; the appoint- Council . Within one year of that second request, the student each meeting . Copies of the documentation should be distrib- ment of the Graduate College faculty; and the approval of those The process for filing an appeal is maintained by each program . must complete all requirements for the PhD degree or face dis- uted to the individuals present at a meeting, to the program recommended for degrees . Although the dean and the council The student may request a copy of the program appeal process missal . Alternatively, the student may be awarded a MS degree director and to the dean and should be placed in the student’s maintain significant oversight of programs in the Graduate from the program director . This process will be completed within upon the recommendation of the student’s graduate program . academic file . College, the programs also establish policies and procedures one semester . If a resolution cannot be achieved at the division consistent with the policies and procedures of the college and level, the following procedure must be followed . At any step in Readmission Academic Honesty and Student Conduct the University . The Graduate College Council periodically reviews the process, the student may withdraw the appeal by written all program policies and procedures . Any student who has withdrawn from the University or any notification to the program director with a copy to the dean . The Graduate College and its programs follow the University dismissed student may apply for readmission by submitting an In the event of a dismissal decision, a student may continue policies on academic honesty and the University statement on application for this purpose to the Graduate College admis- to enroll until the appeal process is completed or the student student conduct . Each student is expected to conduct himself sion office . An interview may be required . A re-entering student withdraws the appeal . or herself at all times in a professional manner — a manner must meet the conditions for re-enrollment stated in his or her that conforms to the ethics of the profession and that instills dismissal or re-entry acceptance letter and all policies, require- Step 1: If the student wishes to appeal the decision beyond the confidence in one’s abilities as a working scientist . Irresponsible ments and course sequence in effect at the time of re-entry . The program, within two weeks of receiving a decision from the pro- or unethical behavior, as determined by the Graduate College student will pay tuition and fees at the rates in effect at the time gram, the student will submit a written statement to the dean honor code committee, may result in dismissal from the of re-enrollment . Application deadlines may vary by program . requesting consideration of his or her case by an advisory panel . program . The student must provide the following in the written statement: The college and its programs will not condone cheating in any Academic Progression • Course number and grade being appealed or other cause form . Allegations of cheating will be reviewed by the program for probation or dismissal (i .e ., failure on a preliminary or The graduate program, in concert with the rules of the college director with the help of an ad hoc committee . If merited, the comprehensive examination, or of the thesis or dissertation) and Rush University, develops specific regulations governing report will be forwarded to the Graduate College honor code the process that results in final awarding of the degree . While • Action being requested committee . such regulations differ slightly from one program to another, the • Justification for the request Graduate College Council reviews each program’s regulations Rush University Academic Policies for approval . In all cases, graduate programs are required to be • An outline of the efforts and actions already taken to obtain The Academic Resources and Policies section of this catalog explicit and clear about regulations that will affect the candi- consideration of the request contains additional Rush University academic policies . date . This must be stringently observed in program regulations The student will send copies of this communication to the concerning selection of principal advisors, advisory committees program director and the dean’s office . In addition, if a course This Rush University catalog also details the policies regarding and a plan of study . Similarly, programs will be explicit and grade is being appealed, the student will send a copy to the inclusion of minorities and those with disabilities, as well as the clear concerning academic policies and procedures surrounding course director . If the evaluation of a thesis or dissertation is policies and procedures for reporting harassment . Students who qualifying, preliminary and final examinations when they are being appealed, the student will send a copy to the chairper- may need special accommodations can access this information required . The programs are also responsible for providing the son of the thesis or dissertation committee . The advisory panel at www .rushu .rush .edu/students-disabilities . candidate with the support needed to plan and conduct the will be the Graduate College Council . Its chairperson will be dissertation research . At the same time, a major responsibility appointed by the dean from among the members . The program of the student is to become familiar with the regulations and director of the student’s program and any other member who is The Graduate College: Committees expectations of his or her chosen program . These regulations evaluating the student’s academic status will not vote . The Graduate College Council and expectations are included in this catalog within the sections Step 2: Within two weeks after notification to the dean, the The Graduate College Council is the senior representative body devoted to each program and are also included within program chairperson of the advisory panel will arrange a meeting of the of the college . Its membership includes all program directors, the publications . The student is responsible for understanding the advisory panel . It will submit a written recommendation to the directors of the integrated biomedical sciences, biotechnology regulations and monitoring changes that may occur during his dean . and clinical research programs, the directors of the PhD in nurs- or her tenure in the program . ing science and PhD in health sciences programs (that run jointly Step 3: Within two weeks following receipt of the advisory with the College of Nursing and College of Health Sciences, Student Academic Appeals Policy panel’s recommendation and upon discussion with the student respectively), as well as an elected faculty member from each of Any student of the Graduate College may appeal a final course and with others as appropriate, the dean shall reach a final deci- the programs serving for a term of two years, and three students grade, failure on a preliminary or comprehensive examination, sion and notify each party of the decision . The decision reached from these programs (elected by the students annually) . Only or failure of the thesis or dissertation that results in his or her by the dean is final . the elected members and students are allowed to vote . The academic probation or dismissal from the University . A student dean or his or her designee serves as the chair of the council .

282 283 The Graduate College: Master of Science 2. Application requirements: Academic Programs Biotechnology, MS • All students must complete an application to the Graduate College online . Biotechnology: Program Overview • A minimum of three letters of recommendation are required, The Graduate College offers a nine-month, non-thesis academic, and a minimum of two should come from academic sources . research and laboratory master’s-level training program designed Biotechnology (MS) to prepare the student for a research career in the pharmaceuti- • An interview may be required . cal and biotechnology industries or the university laboratory . This • Students must have scores submitted for the GRE or an Clinical research (MS) program is also an excellent preparation for further training in equivalent test (e g. ,. MCAT, DAT, PCAT or other equivalent graduate school or professional doctoral programs . exam in the sciences) . Although no specific score on these Integrated biomedical sciences (MS and PhD) The student will take the Graduate College’s core curriculum exams is required, students scoring above the 50th per- series of didactic courses covering principles of molecular biology centile are strongly encouraged to apply . GRE is waived and genetics, cellular biochemistry, cell biology, tissue biol- for applicants with a PhD degree in basic science or a ogy, system physiology and pharmacology . Additional courses professional degree in health sciences (e g. ., MD, DO, DDS, designed specifically to prepare students for a career in the PharmD) . laboratory and research, including Experimental Design and • Students with a GPA of 3 .0 or better on a 4 .0-point scale Models in Disease, Tools for Research, Biostatistics, Research are strongly encouraged to apply . Ethics, Scientific Writing, and Communication and Management, are also required . Finally, students will participate in hands-on • Please submit an official transcript from each college or laboratory courses designed to cover the common and most university attended . All transcripts must be received in an important techniques and methods employed in research today . original sealed envelope or through secured email from The student will also participate in the IPE 502 university course, the institution . Scanned items can be used for review and which will expose students to interprofessional teamwork in preliminary admission decisions; however, official documents health care settings . The course will appear on the student’s will be required for final admission decision . Formal course transcript . The laboratory and research experiences will ensure by course grade/diploma certification by ECE is required of proficiency in a wide variety of techniques, making the student all students who have completed their last degree outside of highly competitive for employment in this ever-expanding and the U .S . understaffed job market . This program also gives an excellent • Applicants whose native language is other than English and exposure to basic science and its applications in translational who do not hold an equivalent of a U S. . bachelor’s degree research, thus serving those students who wish to further their from an institution in a country where English is the official studies in professional schools (medical, dental, pharmacy and language must submit TOEFL scores . other health sciences) or join a PhD program . 3. Acceptance letters: Official acceptances for students will Biotechnology: Admission Requirements come only from the dean’s office . No students will be accepted after August 1 unless they had been officially placed on a wait Admissions to the biotechnology program are offered for the fall list . semester only . The Graduate College feels that a qualified and dedicated student can complete the requirements of the full-time Specific admission requirements may be waived by the Graduate curriculum within the two-semester academic plan . It must be College Council . These will be addressed on a case-by-case basis . emphasized that this is a rigorous program that will require full attention and commitment by the student . Applicants who may have special or unique qualities that make them strong candidates for graduate education are also encour- The faculty of the Graduate College encourages diversity among aged to apply . Research and related job experience are valued the student population and therefore seeks to admit persons highly in the admissions process and will be taken into account . from various backgrounds . The Graduate College uses the follow- Interviews with applicants are extremely helpful and can play a ing guidelines to evaluate candidates for admission: significant part in the admission decision . Beyond these measures, 1. Deadline for applications: All F-1 visa holders are encour- the faculty attempts to determine the applicant’s motivation and aged to apply by March 15 . For U S. . students, applications are potential for advanced study and a research career in the sciences . received until the class is filled; however, applications must be Once the Office of College Admissions Services has received all completed with all supporting documents received by June 30 . required documents, including the application fee, the applicant’s

284 285 admission materials are reviewed by the program director and is corrected . Those requirements will be determined by the Clinical Research, MS All students will present their work publicly prior to graduation . approved by the dean . In special circumstances, the application Biotechnology program director with the advice of the dean and The mentor and program director sign the completed thesis file is sent to the Graduate College Council, where a review of the Graduate College Council . A student in academic difficulty is Clinical Research: Admission Requirements document indicating acceptance of the thesis for completion of the application takes place . The Office of College Admissions not eligible for graduation . This program is targeted to health care professionals with the degree . There are no written or oral qualifying exams for the Services then notifies the applicant of the decision . Additional advanced degrees including MD, PhD or PharmD degrees . program . information and the admission application are available at Graduate College/Rush University Academic Policies Students with other advanced degrees including nursing and www .rushu .rush .edu/gradcol . Academic policies specific to the Graduate College are located pharmacy degrees and experience in clinical trials may also Clinical Research: Academic Policies earlier in this catalog . In addition, the Academic Resources apply; however, an advanced degree is not required . Many stu- For a student to remain in good standing, the Graduate College Biotechnology: Academic Policies and Policies section of this catalog contains Rush University dents in the program are physicians in fellowship programs at requires that the student have a passing (B or higher) cumula- Rush and Stroger Hospitals . Students seeking admission to the Academic Standing academic policies . tive average for all required coursework . For this purpose a P Master of Science in Clinical Research program must complete All students who maintain a cumulative grade point average will count as a B for grade averaging . Biotechnology: Graduation Requirements an application and provide formal transcripts from all institu- of 3 0. while completing the required course sequence with Students are expected to attend all classes and participate in The successful completion of the biotechnology curriculum with tions of higher education that were previously attended . The full-time enrollment will be considered to be in good academic discussion . Students are also expected to participate in the a minimum 3 .0 (4 .0 scale) cumulative GPA will qualify the stu- deadline for application is generally July 30, although exceptions standing within the Graduate College and are eligible for gradu- various computer laboratories that are routinely held in the dent for graduation . No thesis or other activity is required . The can be made . Applicants must enter the program in the fall ation with the MS degree . McCormick Educational Technology Center (METC) throughout Master of Science degree is conferred to biotechnology students . semester, which starts in early September . The majority of stu- Any student who fails to maintain a 3 .0 grade point average will dents applying to this program are current health professionals, the first year of the program, where biostatistics courses are be considered to be in academic difficulty until the deficiency and if an advanced health professional degree is documented, taught . no entrance examination is required . If the applicant does not Students are expected to conduct themselves in a profes- hold a professional degree, the GRE must be taken, except in sional manner . This includes respecting the rights of others Biotechnology: Curriculum instances where professional experience would demonstrate and being kind and courteous to students, faculty/staff and Course Credit Hours performance in the field . If evidence of performance is in the patients . Intimidation of other students and faculty/staff will not Fall Semester 50th percentile in national examinations (e .g ., MCAT or USMLE be tolerated and is grounds for dismissal . Sexual harassment BTN-523 Tools for Research 1 Step 1, or an equivalent test score or DAT) is provided, the GRE as well as harassment related to race, color, religion, sexual requirements can be waived . orientation, national origin, ancestry, age, marital or parental BTN-525 Experimental Design & Models in Disease 2 status, or disability is prohibited . The University Bulletin details BTN-531 Laboratory Techniques I (introduction to laboratory; good laboratory practices; data management) 2 Applications will be reviewed by the program director . and the policies regarding inclusion of minorities and those with BTN-532 Laboratory Techniques II (tissue culture; cell sorting) 2 students will be notified when they are accepted . disabilities as well as the policies and procedures for reporting BTN-533 Laboratory Techniques III 2 Clinical Research: Thesis Process harassment . The Graduate College understands that many of the GCC-501 Molecular Biology: Genome to Proteome 2 students are clinicians, but it does expect for them to be on call After identifying a mentor, the student and mentor will begin GCC-502 Cellular Biochemistry: Proteins, Transport and Signaling 2 during class time (generally 3:30 to 7:00 p m. . on Tuesdays and to outline the research project during the spring and summer GCC-503 Functional Cell Biology 1 Thursdays) . Semester hours: 14 of the first year . This project can be of the student’s own design or, alternatively, a student may participate in a large multicenter The Master of Science in Clinical Research program follows the Spring Semester Student will select either BTN-524 or BTN-526 and all other courses listed below . trial, provided permission is received in advance for publication University policies on academic honesty and student conduct . BTN-524 Communication and Laboratory Management 1 of the subset of that data collected by the student as a thesis . BTN-526 Laboratory Management 1 Any project that involves patient-oriented research (requires IRB Student Grievance Procedure BTN-534 Laboratory Techniques IV (study design; animal handling; surgical techniques) 2 approval, or involves a systematic review of patient data) can Numerous checks are in place to assure the fair treatment BTN-535 Laboratory Techniques V (advanced quantitative techniques and independent research) 2 be submitted . By midterm of the spring semester, the student of students . However, if a grievance does evolve, the student BTN-536 Laboratory Techniques VI (histology and immunohistochemistry; microscopy) 2 will present the project in the form of a scientific abstract with should speak with the program director first in an attempt to BTN-537 Research Capstone 2 anticipated methods, statistical analyses, power analysis and resolve the problem . If this is unsuccessful or the grievance involves the program director, the student’s grievance can be GCC-504 Functional Tissue Biology 2 possible outcomes . The program director must approve the appealed to the dean of the college . GCC-506 Research Ethics 1 abstract . Once approved, an IRB application can be submitted . GCC-507 Biomedical Statistics 2 The student is required to complete the research and write up Graduate College/Rush University Academic GCC-508 Writing Practicum 2 the findings as a research thesis . The student is then encouraged Policies GCC-510 Introduction to Pharmacology 3 to formulate the thesis into a scientific journal article and submit Academic policies specific to the Graduate College are located Semester hours: 20 the manuscript for publication in a peer-reviewed journal . If a earlier in this catalog . In addition, the Academic Resources Semester hours required for MS degree: 34 manuscript is not written and submitted, the student must still and Policies section of this catalog contains Rush University present a written thesis for consideration for degree completion . academic policies .

286 287 Clinical Research: Graduation Requirements Clinical Research: Curriculum Students are recommended to take the readings courses along biomedical research, we no longer offer, individual basic science The student must maintain a passing cumulative average of B or The curriculum for the program is single track the first year and with Introduction to Grantsmanship . The students will also meet degrees . Instead our new doctoral program emphasizes an higher to graduate . The student’s advisor and the program direc- self-directed the second year . All students in the program are periodically with the program director during the second year to integrated interdisciplinary approach to biomedical research . tor must approve the student’s thesis . required to maintain a cumulative average of “B” or greater (or monitor progress on their master’s thesis research project . Graduates of this program will perform high-quality, impactful biomedical research at colleges and universities, government pass) . Courses offered are graded in year one either as pass/ A trainee who fails a class or receives a no-pass grade in a agencies, hospitals and nonprofit agencies and in industry . Clinical Research: Faculty Research Interests no pass or with a letter grade . With the exception of the IRB course will have an opportunity to retake the exam or rewrite Students in the program will work with faculty and scientists Because this is a multidisciplinary program, there are no identi- modules, all classes in the first year are scheduled on Tuesdays the paper to reverse the no-pass grade . A cumulative aver- to generate new knowledge in the biomedical fields using fied faculty members aside from those who teach in the cur- and Thursdays from 3:30 to 7:00 p .m . age of “B” or greater (pass) in required courses is needed to sophisticated research methods and statistics . As a part of the riculum . Please see the various clinical departments/sections for continue in the program . Failure to remediate the no-pass grade program, students are required to pass a comprehensive pre- their respective research interests . will automatically require the program director to review the liminary examination and demonstrate their knowledge of core trainee’s status and officially place the trainee on academic and concentration specific course work . They will design and Year 1 Credit Hours probation for a period of one semester . The course director will conduct research that culminates in a dissertation, and they will Fall Semester develop a remediation plan to ensure the trainee has mastery of disseminate their scientific findings through scholarly publica- CRE-557 Clinical Trials I (Intro to Clinical Research) 2 the subject area covered . Required courses are GCC-551, GCC- tions and presentations . 552, GCC-546, GCC-547, CRE-557, CRE-558 and PVM-553 . CRE-558 Clinical Trials II (Intro to Clinical Research) 2 Integrated Biomedical Sciences: PhD Admission GCC-546 Principles of Biostatistics I 2 The second year is designed to provide an intense clinical research project under a mentor’s guidance and the preparation Requirements GCC-548 Bioinformatics 1 of a master’s thesis . Students usually enroll in at least six credit Applicants must enter the program in the fall semester in order GCC-551 Ethics in Biomedical Research and the IRB 2 hours per semester . These are typically research hours (CRE- to begin the required course work in the core curriculum . The PHR-556 Tools for Research 1 597) or elective readings classes . The student and mentor will deadline for submission of applications is generally March 1 . Spring Semester identify a clinical research project and will submit that project International applications can be accepted after March 1 but GCC-547 Principles of Biostatistics II 2 in the form of an abstract by the end of the spring semester of must take into consideration the delays associated with the GCC-549 Bioinformatics II 1 year 1 . The student and mentor will further refine the proposal necessary visa arrangements . The Integrated Biomedical Sciences GCC-552 Introduction to the Regulatory Process: Drug Discovery and Development 2 in the summer between the first and second years . Only projects Program has the following requirements for admission to the relating to clinical research questions will be considered for this program: PVM-553 Observational Epidemiology program . The student is expected to complete all of the data col- Summer Semester • A baccalaureate degree from an accredited college is lection by the beginning of the spring semester for submission CRE-597 Thesis Research variable required . of the thesis by the end of the spring semester of the second Year 2 Credit Hours year . • Course work in biology, cellular biology, molecular biology, Fall Semester physics, chemistry, organic chemistry, physical chemistry and GCC-593 Introduction to Grantsmanship 1 Minimum Credit Hours Required mathematics, including calculus, is highly recommended . CRE-597 Thesis Research variable Successful completion of the clinical research program requires Upper-level biochemistry or physiology courses are also highly recommended . CRE-559 Readings in Special Populations 1 32 semester hours as a minimum for graduation along with Student should select CRE-559 or CRE-523 (special permission required to take CRE-523 in the fall term) preparation and public defense of a written thesis . • Official academic transcripts from all baccalaureate and post- CRE-523 Readings in Clinical Research 1 baccalaureate educational experiences are required . These should provide a minimal grade point average of 3 .0 overall Spring Semester Integrated Biomedical Sciences (A = 4 .0) . Higher grades are expected in science courses, and CRE-597 Thesis Research variable evidence of research experience is preferred . CRE-523 Readings in Clinical Research 1 Integrated Biomedical Sciences: Student should select CRE-523 or CRE-559 (special permission required to take CRE-559 in the spring term) Doctor of Philosophy (PhD) • GRE or MCAT scores are required . All applicants whose native language is not English are required to take the Test CRE-559 Readings in Special Populations 1 Integrated Biomedical Sciences: Philosophy of English as a Foreign Language (TOEFL) . Applicants from Minimum credits to graduate: 32 The PhD in integrated biomedical sciences is designed to foreign countries must have their transcripts evaluated by educate science professionals for leadership in research and ECE, an independent agency . academic positions, as well as provide career path education • A statement of the applicant’s interests, previous research relevant to their specialized field . In the past, Rush offered doc- experience, and goals needs to be included as an essay in the toral degrees in anatomy, biochemistry, immunology, neurologi- application . The personal statement must include a ranking cal science, physiology and pharmacology . Since collaborative of the student’s interest in the five research tracks . If the interdisciplinary teams of scientists perform current and future

288 289 student’s research track interest is not clear, then the student Acceptance into the doctoral program is limited by the availabil- Year 2 Credit Hours should list “undecided .” ity of stipends and by the availability of faculty to act as men- Fall Semester tors . All accepted doctoral students receive a competitive stipend • Three letters of recommendation, two from academic GCC-593 Introduction to Grantsmanship 1 and tuition scholarship . The stipend and tuition scholarship is resources, are required . We prefer these to be from science GCC-598 Pre-Dissertation Research* 1 - 9 renewed each year providing the student is making satisfactory faculty who can evaluate the character of the applicant, the BCH-571 Medical Biochemistry I 3 progress toward the degree . applicant’s academic and research performance, and the IMM-507 Basic Immunology I 1 applicant’s ability to think and work independently . Integrated Biomedical Sciences: Curriculum IMM-510 Advanced Immunology I 3 The admissions committee will evaluate applications . All prior GCC-650 Neuroscience for Basic and Clinical Applications 2 Cognates and Electives academic experience and the letters of recommendation will be GCC-651 Advanced Neuropharmacology/Neurophysiology 2 For graduation, students will need 16 credits of cognate hours evaluated for an indication of the applicant’s potential for suc- NEU-591A Advanced Neuroscience Proseminar I 6 and 9 credits of elective hours in courses that they select . They cess as a graduate student and future independent investigator . GCC-699 Dissertation Research 1 - 9 can take these at any time throughout their tenure as a PhD With rare exceptions, PhD applicants will be required to inter- And one credit from the following: student . view with faculty members before admission to the program . GCC-694 Advanced Topic Seminar (Translational Cancer Track) 1 GCC-695 Advanced Topic Seminar (Cardio/Respiratory Biology Track) 1 Year 1 Credit Hours GCC-696 Advanced Topic Seminar (Immunity, Infection and Inflammation Track) 1 Fall Semester GCC-697 Advanced Topic Seminar (Musculoskeletal Track) 1 BTN-523 Tools for Research 1 GCC-698 Advanced Topic Seminar (Neuro Track) 1 BTN-525 Experimental Design & Models in Disease 2 Spring Semester GCC-501 Molecular Biology: Genome to Proteome 2 GCC-598 Pre-Dissertation Research* 1 - 9 GCC-502 Cellular Biochemistry: Proteins, Transport and Signaling 2 GCC-510 Introduction to Pharmacology 3 GCC-503 Functional Cell Biology 1 GCC-621 Vascular Biology 2 GCC-505 Techniques in Biomedical Sciences 1 IMM-508 Basic Immunology II 1 GCC-711 Advanced Readings in Molecular Biology 1 GCC-635 The Microbiome 2 GCC-712/713 Advanced Readings in Cellular Biochemistry & Functional Cell Biology 1 GCC-640 Computational Biology 2 GCC-530 Laboratory Rotations I* 1 - 9 And one credit from the following: Spring Semester GCC-694 Advanced Topic Seminar (Translational Cancer Track) 1 GCC-504 Functional Tissue Biology 2 GCC-695 Advanced Topic Seminar (Cardio/Respiratory Biology Track) 1 GCC-506 Research Ethics 1 GCC-696 Advanced Topic Seminar (Immunity, Infection and Inflammation Track) 1 GCC-507 Biomedical Statistics 2 GCC-697 Advanced Topic Seminar (Musculoskeletal Track) 1 GCC-550 Practical Bioinformatics in Biomedical Sciences 2 GCC-698 Advanced Topic Seminar (Neuro Track) 1 GCC-531 Topics in Biomedical Integration I 1 Summer Semester GCC-530 Laboratory Rotations I* 1 - 9 GCC-699 Dissertation Research 1 - 9 GCC-533 Laboratory Rotations II 1 - 9 Please note: graduation . Two credit hours are considered to be a full-time GCC-534 Laboratory Rotations III* 1 - 9 Two credit hours of GCC 699 is defined as full-time . commitment to research . Summer Semester Two credit hours of GCC 598 is defined as full-time . GCC-532 Topics in Biomedical Integration II 1 - 4 Years 3 to 5 GCC-534 Laboratory Rotations III* 1 - 9 GCC-694 - 698 Advanced Topic Seminar courses count as In years 3 through 5, the emphasis is on research . A student GCC-598 Pre-Dissertation Research* 1 - 9 cognates and are taken for one semester hour of credit each fall works with their dissertation advisor, research advisory commit- and spring term starting in the second year for a maximum of tee and track director, to determine the most appropriate mix of eight credits . The Advanced Topic Seminar course should align cognates, electives and research hours each semester . with the student’s research track . While registrations appear similar in years 3 through 5, the GCC-699 Dissertation Research: Students are expected to nature and character of the research changes, and the student register for a low number of research credits each semester passes through a number of steps toward completion of the since only 18 credits of dissertation research are required for PhD .

290 291 Integrated Biomedical Sciences: PhD Year 2 Track Selection, Research Experience, year, the program and track directors will review each student’s Thesis Document, Presentation and Approval Dissertation Program Progression Qualifying Exam IDP and progress in the program . Upon graduation, the gradu- The student is expected to write a thesis document (approved The selection of a research advisor will significantly influence the ates will have used the IDP, mentorship and training opportuni- by the director of the Library of Rush University Medical Center) Year 1 Classes and Comprehensive Exam student’s selection of a research track . Subsequent classes will ties to refine their career path . and present the work in a public lecture attended by the thesis The goal of the course work in the first year is to expose stu- be dictated by the track cognates and electives and by relevant Student progress is assessed at the end of years 2 to 5 . For year committee and University faculty and students . The thesis com- dents to the biomedical sciences to enable them to design and electives offered in other tracks . The selection of electives 2, the assessment of student progress to meet expected out- mittee will then meet with the student in a closed session to approach a research problem from molecular, biochemical, cel- should complement research activity and the interests of the comes will be evaluated by the student’s research advisor and address any additional questions and to deliberate on approval lular and organ system perspectives . The reading courses provide student and should help prepare the student for the career path track director . See the “Dissertation Proposal and Presentation” of the thesis . Typically the meeting immediately follows the pub- a critical understanding of the literature and existing base of identified through the use of the Individual Development Plan section below . lic lecture . The student may be asked to make revisions before knowledge . They will also show the students how new knowl- (IDP) website (http://myidp .sciencecareers .org) and additional final thesis approval by the committee . The registrar’s office must edge in these areas can help us understand diseases and use resources provided by the Graduate College . The goals of the Years 3 to 5 Research Progress/Publications/ be notified of impending completion of the degree by submis- this information to identify new therapeutics . This broad-based student in the second year are to learn the relevant laboratory Dissertation sion of an Intent to Graduate form at the beginning of the final approach to disease is the core of the Integrated Biomedical semester . As the thesis is reaching final form, the student should techniques and to develop a research proposal in conjunction For evaluations in years 3 to 5, students will submit a writ- Sciences Program . The Topics in Biomedical Integration I course consult with the University librarian to assure that the document with the research advisor . The research project will advance ten report documenting their progress . The research advisor (GCC-531) is offered in the spring semester of the first year . In is formatted correctly . Once the thesis is approved, the student knowledge in a specific discipline and yield first-author scientific and track director will also submit their assessment of student this course, a specific disease will be studied from the molecular will complete the final checklist to assure that all necessary publications for the student . The student’s research proposal progress for each year . A meeting with the student, research perspective to organ system failure under faculty direction . The approvals have been obtained . Each student will be required to should include specific aims and be written up as an F31 grant advisor and track director will take place at the end of each year students will then be assigned a group project in which they have an exit interview and provide feedback concerning his or (see the “Dissertation Proposal and Presentation” section to discuss the student’s progress . use the approaches they have learned to study another disease . below) . The student must select a dissertation committee and her experience at Rush University . This project will strengthen students’ skills in preparation for present the proposal to the committee by the end of the second The research advisor monitors the day-to-day progress of the the comprehensive exam . In the summer, GCC-532 Topics in year . The proposal presentation to the committee is considered student . The dissertation committee will meet at least once per Minimum Credit Hours Required for the Biomedical Integration II is the comprehensive exam in which the qualifying exam . Acceptance of the proposal by the disserta- year to monitor progress and to approve any changes to the Integrated Biomedical Sciences PhD Degree students will be given an individualized disease topic related to tion committee means the student is a candidate for the PhD . proposed research project . They may meet more frequently, The PhD in integrated biomedical sciences should be completed their planned research . They will be required to write a literature especially after the approval of the student’s research proposal . in five years and requires completion of 80 semester hours of review approaching the topic from each biomedical prospective . The student’s assessment at this time relates to the following The student is expected to attend national meetings, make pre- student learning outcomes: credit distributed as follows: core courses (37), concentration sentations and posters, etc ., and become a part of the scientific specific cognates (16), electives (9) and dissertation research Year 1 Research Experience • The graduate will be able to acquire research skills, collect community . Likewise, the student should be submitting research (18) . The core curriculum, which is common to all students, During the first year, every student will have three laboratory and analyze data, and interpret results in order to address an articles . The Integrated Biomedical Science PhD program builds knowledge and skills in research theories and methodol- rotations: GCC-530 Laboratory Rotations I (variable), GCC-533 original research question . requires that the research project yield at least one first-author ogy, data analysis and statistics, laboratory applications and Laboratory Rotations II (variable) and GCC-534 Laboratory research article accepted for publication in a peer-reviewed In addition, this step begins the continuing assessment of the skills, and the molecular and cellular sciences basic to health Rotations III (variable) . Each rotation must be in a different labo- journal . The publication requirement is necessary for graduation following outcomes: and disease . These courses provide systematic exposure to the ratory . A student registering for the three required Laboratory but not sufficient . The dissertation committee will continue to contemporary process of scientific discovery and will serve as • A graduating student will be capable of independent critical Rotations courses should consecutively use GCC 530, 533 or assess student progress on the aims and determines when the the basis for the remainder of the curriculum . Advanced students thinking and writing as well as proposing, performing and 534 . These laboratory rotations will expose the students to a student has completed his or her dissertation . (See “Dissertation entering with a Master of Science (MS) degree in a biomedical effectively presenting his or her research . range of research environments . Students are expected have a Proposal and Presentation” below .) science or a Doctor of Medicine (MD) degree may have satisfied small project with a hypothesis and aims, to learn techniques • The graduate will be able to work collaboratively with other The student’s assessment continues on the outcomes listed the requirement for some of the core classes based on their and to attend all lab meetings . Based on these rotations and scientists, physicians and health care professionals to give above with emphasis on the growth of research and commu- prior records . Therefore, some core course requirements may other discussions with potential advisors, the student will submit and obtain feedback concerning the approach to research nication skills . Likewise, it is expected that the communication be waived, and then the requirement of core course hours can the names of three potential research advisors with a prior- problems, data analysis and implications of research . outcomes will also become more centered on written commu- be compensated by taking extra hours of laboratory rotations ity ranking to the IBS education committee . The IBS education nication in the form of abstracts, peer-reviewed journal articles or pre-dissertation research . These students may be able to committee in consultation with the potential advisors will decide The work environment in basic and clinical science is evolv- and the dissertation as the student begins to complete the complete the degree in a shorter time period providing that they which student will be matched with which advisor . Students ing . Students need to be aware of the many different types of following outcome: progress through the other program requirements . committed to a particular laboratory (funded by the research opportunities available in the workplace and need to prepare advisor’s grants) are also required to do three laboratory rota- themselves for the opportunities and challenges that they will • The graduate is able to contribute to the scientific literature Students will be required, in conjunction with their advisors, to tions . Exposure to other laboratories and research will give the encounter when they graduate . In addition to the research in an area of expertise via published abstracts, a disserta- select from concentration-focused cognates in one of five tracks: student a greater breadth of knowledge . Students are expected and the course work that the students will be involved in, the tion and the publication of a first-author research article in a translational cancer research; cardiovascular and respiratory to select a research advisor and a research track by the end students will create an individual development plan (IDP) to refereed journal . biology; immunity, inflammation and infection; disorders of the of their first summer term . All advisors must meet the criteria define their areas of interest, including teaching, administration, musculoskeletal system; and disorders of the nervous system . established by the program . research in industry or academic research . At the end of the first All students will be required to participate in track-specific

292 293 advanced topic seminars and to complete a minimum of 18 students to select a variety of individuals with basic and clinical Dissertation Proposal and Presentation form (approved by the director of the Library of Rush University semester hours of dissertation research following admission expertise to serve on their advisory committees and guide them Medical Center) and present the work in a public one-hour Before the end of the spring semester of the second year, each into candidacy for the PhD . Dissertation hours in the Graduate through their projects . lecture attended by the dissertation committee and faculty student will present a thesis proposal that the student has College encompass laboratory research required for comple- and students of the University . The dissertation committee will developed with a thesis advisor and graduate committee . The tion of the dissertation, including analyzing published data; Qualifying Exams then meet in closed session with additional questions and will format for the written portion of this requirement is the stan- developing a research proposal; learning and applying advanced approve the dissertation . Typically the meeting immediately • Comprehensive exam — In the summer quarter following the dard Individual National Research Service Award (F31) mecha- methodologies and statistical data analyses; developing skills follows the public lecture . In line with the rules and procedures first year of classes, all students will take GCC-532 Topics in nism . In addition, a comprehensive review of the literature to write and submit a pre-doctoral training grant application; of the Graduate College, the committee strives for a consensus, Biomedical Integration II . This course is their comprehensive relevant to the proposed studies is highly recommended as an practicing presentation skills to disseminate one’s own research but the dissertation can be approved over the objections of a exam where each student will be given an individualized adjunct document for this requirement . All students are highly findings in national conferences; writing a research publication; single committee member . However, if two committee members disease topic related to their planned research . They will be encouraged to submit these proposals to the National Institutes and developing and defending a dissertation project . disapprove the dissertation, then it is not approved . The award- required to write a literature review approaching the topic . of Health for consideration of funding . The schedule for submis- ing of the PhD degree requires the demonstration of a capabil- This comprehensive exam assures that the student can sion deadlines is April 8, Aug . 8 and Dec . 8 of every year . approach a research or clinical problem from a variety of ity for independent research and a contribution to scientific Integrated Biomedical Sciences: perspectives, accounting for the published literature that illu- Once the written document is completed, the thesis pro- knowledge . posal will be presented, in seminar format, to the Integrated Academic Policies minates the molecular, cellular and organ systems manifesta- It is assumed that one or more research articles will be included Biomedical Sciences Program, with the written portion provided tions of the disease process . in the dissertation . Since a peer-reviewed, first-author research Academic Advisor/Principal Advisor to the student’s committee at least one week prior to the article is required for the degree, the dissertation is not consid- The program director functions as the academic advisor to the • Qualifying exam (dissertation proposal and presentation) — presentation date . A formal committee meeting with disserta- ered complete until this article has been published . If publica- student during the first year . During this time, the program The student must select a dissertation committee and present tion proposal defense will follow this presentation . During this tion is pending, the committee may sign off on the dissertation, director determines the course schedule with the student and the proposal to the committee by the end of the second year . meeting, the quality and merit of the project will be assessed, but the program director will not sign off until the paper is monitors the student’s progress . In the second year, the track The student’s research proposal should include at least three and a determination as to whether the work satisfies the degree published . director works with the research advisor and assists the student specific aims and be written up as a National Institutes of requirements or what measures for remediation are required in selecting the proper cognates and electives . Health F31 grant . Acceptance of the proposal by the disserta- to satisfy this requirement will be made at this time . Upon suc- The registrar’s office must be notified of impending completion tion committee means the student is a candidate for the PhD . cessful completion of this requirement, the status of doctoral of the degree by submission of an Intent-to-Graduate Form at Research Advisor Selection candidate is conferred on the student . It is recommended that the beginning of the final semester . As the dissertation is reach- Dissertation Research Committee During the first year, the student, in consultation with the this requirement be satisfied as early in the second year as is ing final form, the student should consult with the University program director and track directors in areas related to the After passing comprehensive exams, the student selects a reasonably attainable . In the event that a student does not librarian to assure that the dissertation is formatted correctly . student’s interests, will select three laboratories for research research advisor and begins to collect preliminary data . By satisfy this requirement before the end of the summer of the Once the dissertation is approved, the student will complete the rotations . Based on these rotations, the student will identify the the end of spring of the second year, the student and advisor second year, the student and advisor will need to present to the final checklist to assure that all necessary approvals have been track he or she is interested in and submit the names of three will select a research committee in consultation with the track IBS education committee a reason as to why this requirement obtained . Students will be required to have an exit interview potential advisors with a priority ranking to the IBS educa- director . This committee will advise the student and evaluate has not been satisfied and provide a plan for remediation . and provide feedback concerning their experience at Rush tion committee . The IBS education committee, in consultation his or her dissertation . The Graduate College requires that the University . committee include five members and that one member be the Once the dissertation proposal requirement has been satisfied, with the potential advisors, will match students with advisors . each student will present an oral and written annual update student’s mentor or advisor . A majority of the committee (at Student Grievance Procedure Students who are already committed to a particular laboratory to his or her committee, detailing progress made in the previ- (funded by the research advisor’s grants) are still required to least three members) must be faculty at Rush who are mem- A student who is having difficulty with a course, anticipates bers of the Graduate College . The chair of this committee, who ous year . The committee will review progress of the project and take three laboratory rotations . The student’s research project the candidate’s career development . In addition, the Individual being absent from class, or faces an emergency that will impact should advance knowledge in a specific discipline and yield first- cannot be the student’s mentor or advisor, will be chosen at his or her attendance or performance should contact his or her the first committee meeting and will preside at all subsequent Development Plan (IDP) website, which helps students identify author scientific publications for the student . career goals (http://myidp .sciencecareers .org), should be used course director . A student with a problem in laboratory rota- meetings and arrange for timely completion of the dissertation tions or research should attempt to resolve the issue through work . The dissertation committee will strive for consensus in all whenever possible to track and report all professional develop- Integrated Biomedical Sciences: Track/Research ment activities . direct communication with the laboratory advisor or mentor . A Opportunities its actions; however, a majority vote of the committee’s member- good-faith attempt to plan or resolve any issues directly with ship is sufficient for all activities except the final approval of the The research tracks for the Integrated Biomedical Sciences PhD Completion of the Degree the course director, laboratory advisor or mentor should always dissertation, in which case only one member may disagree with be the first course of action . If this fails, the student should bring Program are translational cancer research; cardiovascular and In the candidate’s final year, a dissertation data defense will the final decision . In addition to the five committee members, the concern to the program director if the student is a first-year respiratory biology; immunity, inflammation and infection; func- be presented to the candidate’s committee demonstrating that either the director of the graduate program, the associate direc- student or to the track director if the student has already identi- tions and disorders of the musculoskeletal system; and func- satisfactory progress has been made on the project to justify tor or a track director will serve as an ex officio member of the fied a track . The program director or track director will work tions and disorders of the nervous system . The tracks include development of a plan to complete all experiments and to initi- committee . with the student and faculty member(s) to resolve the issue . If it qualified faculty from Rush University Medical Center who have ate dissertation preparation . Upon completion of this phase, the is a serious issue, the program director, track director or faculty an interest in research in these tracks . They come from academic student will present the dissertation to the University in written departments as well as clinical departments, which enables member may involve the education committee . The student may

294 295 also appeal directly to the education committee by requesting in stipend . The stipend is awarded annually and renewed if the Integrated Biomedical Sciences: MS Admission application . The personal statement must include a ranking of writing that it meet to discuss the issue . The education com- student remains in good standing . To remain in good standing, Requirements a student’s interest in the five different research tracks . If the mittee will meet within 10 days to render a judgment to best the Graduate College requires that students maintain at least Applicants must enter the program in the fall semester to begin student’s research track interest is not clear, then he or she address the interests of the student within the guidelines of the a B average . Failure to do so will result in the student being on the required course work in the core curriculum . The priority should list “undecided .” Integrated Biomedical Sciences PhD Program . probation . If the student does not have a B average following deadline for admission consideration is March 30, and the final • Three letters of recommendation, two of which must come one semester of probation, the student may lose the stipend . Students must maintain a B average in the first year . If they date that applications will be accepted is May 1 . The program from academic resources, are required . Letters will prefer- Students are expected to attend all classes and spend appropri- drop below a B average, they should discuss the possibility of has the following requirements for admission: ably be from science faculty who can evaluate the character ate time in the lab . All outside employment is forbidden without remediation with the director of the course they had difficulty • A baccalaureate degree from an accredited college . of the applicant, the applicant’s academic and research prior Graduate College approval as it interferes with the time with . The course director may issue an incomplete grade for a performance, and the applicant’s ability to think and work and effort necessary to complete the program . This excludes limited time in accordance with University policy while agreed- • Course work in biology, cellular biology, molecular biology, independently . activities that would be in line with individual development plan upon remediation takes place . However, once a failing grade (a physics, chemistry, organic chemistry, physical chemistry and goals, such as tutoring, teaching and proctoring . The admissions committee will evaluate applications . All prior no-pass grade or a letter grade less than B) has been given, the mathematics, including calculus, is highly recommended . academic experience and the letters of recommendation will education committee must approve a remediation plan . Until Upper-level biochemistry or physiology courses are also be evaluated for an indication of the applicant’s potential for the grade is remedied or the average is improved in some other highly recommended . success in the program . With rare exceptions, MS applicants way, the student is on probation . A student who remains on pro- Integrated Biomedical Sciences: • Official academic transcripts from all baccalaureate and post- will interview online or by phone with faculty members before bation for two semesters will be dismissed . Master of Science (MS) baccalaureate educational experiences are required . These admission to the program . Acceptance is on a rolling basis and Students who have entered a track must receive at least a B Integrated Biomedical Sciences: MS Philosophy should provide a minimal grade point average of 3 0. overall will be limited by the availability of faculty to act as mentors . grade in any courses deemed required by their track director . The MS in Integrated Biomedical Sciences (IBS) is a research (out of 4 .0) . Higher grades are expected in science courses . We will begin accepting qualified applicants after the priority Failure to remediate a grade of less than B in a required course, master’s degree that will introduce students to the scientific Applicants from foreign countries must have their transcripts deadline until the cohort is complete . a no-pass grade in a pass/no-pass course, or the receipt of approach . Students who do well in the IBS MS program are evaluated by ECE, an independent agency . another such grade while on probation will result in dismissal . encouraged to apply for the IBS PhD program . Graduates will be • GRE or MCAT scores are required . All applicants whose Integrated Biomedical Sciences: MS Curriculum The education committee will also hear complaints concerning prepared to perform advanced biomedical research at colleges native language is not English are required to take the Test of Cognates and Electives academic dishonesty, nonprofessional behavior and student and universities, government agencies, hospitals and nonprofit English as a Foreign Language (TOEFL) . For graduation, students will need seven credits of cognate misconduct . The council may become involved through a direct agencies and in industry . In the past, Rush offered master’s • A statement of the applicant’s interests, previous research hours and four credits of elective hours in courses that they request from a student or faculty member or by a referral from degrees in anatomy, biochemistry, immunology/microbiology experience, and goals needs to be included as an essay in the select . They can take these at any time throughout their tenure the honor code committee . If the committee has not been and pharmacology; however, the IBS master’s program includes as an MS student . involved, the council may refer the initial request to the honor additional basic science disciplines, such as neurological science code committee . They will hear testimony from any involved and physiology, as well as the original four areas . Since col- Year 1 Credit Hours faculty and students and may recommend remediation or laborative interdisciplinary teams of scientists perform trans- Fall Semester disciplinary measures . Recommendations for expulsion or formative biomedical research, single-discipline-based science BTN-523 Tools for Research 1 suspension are made to the Office of the Dean of the Graduate degrees will no longer be offered . Instead, our new integrated College . Appeals will be heard by the Graduate College Council program emphasizes an interdisciplinary approach to biomedi- BTN-525 Experimental Design & Models in Disease 2 or a subcommittee of the Graduate College Council that will cal education and research . Students in the program will work GCC-501 Molecular Biology: Genome to Proteome 2 be organized solely for the purpose of hearing the appeal and with faculty to generate new knowledge in biomedicine using GCC-502 Cellular Biochemistry: Proteins, Transport and Signaling 2 making a recommendation to the dean . The ultimate decision sophisticated research methods and statistics . GCC-503 Functional Cell Biology 1 regarding student expulsion or suspension rests in the Office of GCC-511 Readings in Molecular Biology 1 the Dean of the Graduate College . Integrated Biomedical Sciences: Track/Research GCC-512/513 Readings in Molecular Biology & Cellular Biochemistry 1 Opportunities GCC-529 Introduction to the Laboratory 1 - 9 Graduate College/Rush University Academic The research tracks for the program are translational cancer GCC-530 Laboratory Rotations I* 1 - 9 Policies research; cardiovascular and respiratory biology; immunity, Spring Semester Academic policies specific to the Graduate College are located inflammation and infection; functions and disorders of the GCC-504 Functional Tissue Biology 2 earlier in this catalog . In addition, the Academic Resources musculoskeletal system; and functions and disorders of the GCC-506 Research Ethics 1 and Policies section of this catalog contains Rush University nervous system . The tracks include qualified faculty from Rush GCC-507 Biomedical Statistics 2 academic policies . University Medical Center who have an interest in research in these tracks . They come from academic departments as well as GCC-514 Readings in Functional Tissue Biology 1 Integrated Biomedical Sciences: PhD Tuition clinical departments, which enables students to select a variety GCC-533 Laboratory Rotations II 1 - 9 Scholarship and Stipend of individuals with basic and clinical expertise to serve on their Summer Semester All students who are admitted to the IBS PhD program at Rush advisory committees and guide them through their projects . GCC-599 Thesis Research for Integrated Biomedical Sciences 1 - 9 University Medical Center will receive a tuition waver and continued

296 297 Year 2 Credit Hours The student creates an individual development plan (IDP) to bet- contemporary process of scientific discovery and will serve as Fall Semester ter define his or her areas of interest, including teaching, admin- the basis for the remainder of the curriculum . istration, and research in industrial or academic environments or GCC-599 Thesis Research for Integrated Biomedical Sciences 1 - 9 Students will be required, in conjunction with their advisors, to further professional education . Upon graduation, the graduate GCC-694 - 698 Advanced Topic Seminar (Track-Specific Cognates) 1 select seven credit hours of courses from concentration-focused will have used the IDP, mentorship and training opportunities to GCC-XXX* Track-Specific Cognates 2 - 4 cognates in their chosen tracks and a minimum of four elec- refine his or her career path . GCC-XXX* Elective 2 - 4 tive credits from the Graduate College courses offered . Finally, Spring Semester In consultation with an advisor, the student chooses a the- students will be required to accrue a minimum of six credit GCC-599 Thesis Research for Integrated Biomedical Sciences 1 - 9 sis committee consisting of the advisor and two additional hours of thesis research . Master’s students will be encouraged GCC-694 - 698 Advanced Topic Seminar (Track-Specific Cognates) 1 Graduate College faculty members . Committee members should to participate in track-specific advanced topic seminars in the be familiar with either the research area or crucial technical GCC-XXX* Track-Specific Cognates 2 - 4 second year . aspects of the student’s project . Each student will write a suc- cinct research project proposal, which will be presented to the Note: discussions, etc . Based on these rotations, students will submit committee for approval . The proposal serves to keep the student GCC = Graduate College courses the name of a potential advisor and their track choice to the Integrated Biomedical Sciences: focused on achieving project aims and allows the committee Integrated Biomedical Sciences education committee . The com- Academic Policies BTN = Biotechnology courses to track student progress based on the stated aims . Students mittee, in consultation with the potential advisor, will approve should view the committee members as a resource for didactic Academic Advisor/Principal Advisor GCC-XXX* = Actual course numbers will vary with elective or advisor-student matches . Specific research projects will be deter- and technical assistance . cognate required by the track . mined by the thesis advisor after advisor-student discussions . If The program’s assistant director functions as the academic advisor to the students during the first year of matriculation in The specific courses or hours of cognates and electives will vary a student cannot choose a thesis advisor based on the first two The student is expected to write a thesis and present his or her laboratory rotations, a third rotation may be taken in the spring research to the Rush research community (thesis presentation) . the program . After two rotations, the student will identify the each semester depending upon the student’s choice of track and track that he or she wishes to enter and will begin working in specific course selections . or summer . The selection of a research advisor and project will The thesis committee will then meet with the student to address determine the student’s selection of a research track . any questions or issues related to the data or format of the the laboratory of his or her research advisor . At this time, both A low number of credit hours are considered to be a full-time thesis document . The student may be asked to make revisions the track director and research advisor will serve as mentors for commitment to research . Year 2: Classes, Research Experience, Thesis before final committee approval . the student . Committee, Thesis Proposal and Thesis Research Advisor Selection Presentation Minimum Credit Hours Required for the Integrated Biomedical Sciences: Integrated Biomedical Sciences MS Degree During the first year, the student, in consultation with the Any classes will be dictated by the track cognates and elec- assistant program director and track directors in areas related to MS Program Progression The program is designed to be completed in five consecutive tives available that academic year . Course selection should the student’s interests, will select two laboratories for research semesters and requires completion of at least 37 semester Year 1 Classes complement research activity and the student’s interests and rotations . Based on these rotations, the student will identify the hours . These hours include 20 credit hours of core courses, seven The goal of course work in the first year is to expose students to should help prepare him or her for the career choice identified track that he or she is interested in and submit the name of a credit hours of track-specific cognates, four credit hours of elec- the biomedical sciences in a logical progression and to provide through the use of the Individual Development Plan website and potential advisor to the IBS education committee . The committee tive courses, and six hours of thesis research credit . the students with tools for approaching their future research additional resources provided by the Graduate College . When will match students with advisors . experience . The reading courses provide a critical understanding the student is not in class or studying, the student should be The core curriculum focuses on developing knowledge and of the literature and existing base of knowledge . They will also working on his or her research project . The student’s assessment skills in research theories and methodology, data analysis and Master’s Thesis Research Committee at this time relates to the following student outcomes: show students how new knowledge in these areas can help us statistics, laboratory applications and skills, and the molecular After the student selects a research advisor and begins to collect understand diseases and use this information to identify new • The student is able to acquire research skills, collect and ana- and cellular sciences basic to health and disease . In addition, preliminary data, the student and advisor will select a research therapeutics . This broad-based approach to disease is the core of lyze data, and interpret results to address an original research students will work with faculty advisors to select one area from committee in consultation with the track director . This commit- the Integrated Biomedical Sciences Program . question . five available tracks: translational cancer research; cardiovas- tee will advise the student and evaluate his or her proposal cular and respiratory biology; immunity, infection and inflam- and thesis documents . The thesis committee will consist of Year 1: Research Experience, Advisor and In addition, this step begins the continuing assessment of the mation; function and disorders of the musculoskeletal system; following outcomes: the advisor and two additional Graduate College faculty Research Track Selection and function and disorders of the nervous system . Students will members . Committee members should be familiar with either During the first year, students will typically have two lab rota- • A graduating student is capable of independent critical each have a research project, write a thesis and give a thesis the research area or crucial technical aspects of the student’s tions in different laboratories . Laboratory rotations will expose thinking and writing, as well as proposing, performing and presentation at project completion . project . Committee members are intended to be a resource for students to diverse research environments and allow them to effectively presenting his or her research . The core curriculum, which is common to all students, builds the student and their advisor to enhance didactic and technical assess how they fit into a particular laboratory • The graduate is able to work collaboratively with other knowledge and skills in research theories and methodology, knowledge toward the completion of the student’s project . The or scientists, physicians and health care professionals to give data analysis and statistics, laboratory applications and skills, track director (or designated representative) will serve as an ex officio non-signing member of the thesis committee to oversee mentor situation . Students are expected to learn techniques and and obtain feedback concerning the approach to research and the molecular and cellular sciences basic to health and the procedural aspects of the committee meetings and student attend all scheduled experiments, lab meetings, mentor/student problems, data analysis and implications of research . disease . These courses will provide systematic exposure to the

298 299 progression through the program . The thesis committee will The education committee will also hear complaints concerning Rush University Course Descriptions strive for consensus in all its actions; however, a majority vote of academic dishonesty, nonprofessional behavior and student the committee’s membership is sufficient for all activities except misconduct . The council may become involved through a direct the final approval of the thesis, in which case only one member request from a student or faculty member or by a referral from may disagree with the final decision . the honor code committee . If the honor code committee has not been involved, the council may refer the initial request to the Research Proposal committee . The council will hear testimony from any involved Each student will write a succinct research project proposal to faculty and students . The council may recommend remediation be presented to the committee for approval . The proposal serves or disciplinary measures . Recommendations for expulsion or to keep the student focused on achieving project aims and suspension are made to the Office of the Dean of the Graduate allows the committee to track student progress based on the College . Appeals will be heard by the Graduate College Council stated aims . Proposals should contain the following elements: or a subcommittee of the Graduate College Council that will be organized solely for the purpose of hearing the appeal and • A background section with relevant literature citations in the making a recommendation to the dean . The ultimate decision specific research area regarding student expulsion or suspension rests in the Office of • The specific aim or aims (appropriately limited in scope) the Dean of the Graduate College . • The experimental design and methods to be utilized Graduate College/Rush University Academic • Any preliminary data collected Policies The target date for proposal presentations is within the first 45 Students must maintain a B average in the first year . If they days of the fall semester of year 2; it is also acceptable for the drop below a B average, they should discuss the possibility of proposal presentation to be held in the summer term between remediation with the director of the course causing difficulty . years 1 and 2 . The thesis committee evaluates the feasibility and The course director may issue an incomplete grade for a limited scope of the project and recommends alterations as needed to time in accordance with University policy while agreed-upon ensure adequate student progress through the program in a remediation takes place . However, once a failing grade (a no- timely fashion . pass grade or a letter grade less than B) has been given, the education committee must approve a remediation plan . Until a Student Grievance Procedure grade is remedied or the average is improved in some other way, A student who is having difficulty with a course, anticipates the student is on probation . A student who remains on proba- being absent from class, or faces an emergency that will impact tion for two semesters will be dismissed . his or her attendance or performance should contact the course Students who have entered a track must receive at least a B director . A student with a problem in laboratory rotations or grade in any courses deemed required by their track director . research should attempt to resolve the issue through direct Failure to remediate a grade of less than B in a required course communication with the laboratory advisor or mentor . A good- or a no-pass grade in a pass/no-pass course or the receipt of faith attempt to plan or resolve any issues directly with the another such grade while on probation will result in dismissal . course director, laboratory advisor or mentor should always be the first course of action . If this fails, the student should bring the concern to the program director if the student is a first-year student or to the track director if the student has already identi- fied a track . The program director or track director will work with the student and faculty member(s) to resolve the issue . If it is a serious issue, the program director, track director or faculty member may involve the education committee . The student may also appeal directly to the education committee by requesting in writing that it meet to discuss the issue . The committee will meet within 10 days to render a judgment to best address the interests of the student within the guidelines of the Integrated Biomedical Sciences Program .

300 301 Rush University Course Descriptions ANA-514 Graduate Human Anatomy II ANA-781 Research in Anatomy ANA-900 Independent Study in Anatomy & Cell Biology Continuation of ANA-513 . Embryology is introduced where Students may arrange research rotations individually with faculty Credit Hours: variable Anatomy and Cell Biology pertinent . This course designation for graduate students includes at Rush . In order to receive credit for such a rotation, the person ANA-7EI Basic Sciences Individualized Elective additional discussion, dissection and exam components adapted to whom the student will be responsible must write a letter Students may receive credit for an individually arranged elective for graduate study . Credit Hours: 5 describing the student’s activities, responsibilities, amount of Biochemistry with a Rush faculty member . In order to receive credit for such supervision, and the specific dates of the rotation . Credit toward ANA-581 Research Methods in Anatomy BCH-505 Advanced Biochemistry a rotation, the person to whom the student will be responsible graduation is granted assuming that the research project is Discussion, demonstrations and directed laboratory work Continuation of BCH-571 at the graduate level . Special empha- must write a letter stating the student’s activities, responsibili- ongoing throughout the academic year . Students must submit a provide exposure to general histological techniques as well sis is given to protein biochemistry, enzymology and molecular ties, amount of supervision, and specific dates of the rotation . proposal to the Office of Clinical Curriculum for approval at least as introduction to selected methods adopted by the student’s biology . Credit Hours: 3 The sponsoring faculty member must complete an evaluation eight weeks before the rotation and must have written approval research advisor . Consult program director . Credit Hours: 3 of the student’s performance at the conclusion of the elec- from the director of clinical curriculum before beginning the BCH-571 Medical Biochemistry I rotation . Research rotations are scheduled for a minimum of tive . Students must submit a proposal to the Office of Clinical ANA-589 Proseminar in Skeletal Biology Medical biochemistry for graduate students . Concepts covered four weeks of credit with the expectation that the full project Curriculum for approval at least eight weeks before the rotation Proseminars offered on topics of skeletal biology by faculty or include experimental techniques, experimental design, biochemi- will extend beyond the formal course duration . Depending on and must have written approval from the assistant dean of visiting faculty provide knowledge or background on the fol- cal calculations, buffer calculations, bioenergetics and redox the proposal, the weeks of credit may or may not apply to the clinical curriculum before beginning the rotation . Students may lowing topics in skeletal biology: molecular biology, cell biology, chemistry, proteomics, mass spectrometry, enzyme kinetics, rule of eight-week maximum credit for course work in a single receive four weeks of credit for an individually arranged elective . biomechanics, biomaterials and diseases in musculoskeletal carbohydrate chemistry and metabolism, lipid metabolism, subspecialty . This decision is at the discretion of the Office of Credit for a maximum of only one individually arranged elective tissue . Credit Hours: 1 digestion, amino acid metabolism, metabolic interrelationships, Clinical Curriculum . Elective . will count toward graduation requirements . Elective . micronutrients, cytochromes P450, nucleotide metabolism, ANA-590 Special Topics in Anatomy & Cell Biology biomechanics, inflammation, pain and protein turnover . Essay ANA-500 Introduction to Neurobiology ANA-791 Surgical Anatomy Exploration of literature dealing with cell and molecular mecha- examinations . Credit Hours: 3 This course is offered to provide the advanced medical student The development, morphology, and functional significance of nisms and topics related to ongoing research in the department . with an opportunity to review gross anatomy with a focus on the human nervous system are presented in lecture and by A paper is generally required that can serve as the basis for BCH-581 Biochemical Methodology I clinical application . The course is designed to be an independent demonstrations . Fixed human brain preparations and series of background literature review for development of thesis/disserta- Graduate students complete a laboratory rotation in one faculty learning experience supervised by the course director . The elec- neurological slides are used as visual aid materials . Prerequisite: tion documents . Prerequisite: Consult program director . Credit member’s laboratory for the whole quarter . They learn several tive is typically a two-week segment with a possible four-week courses in human biology or anatomy and physiology or com- Hours: 1 research techniques, experimental design, data collection and segment with approval of the course director and the Office of parative anatomy, and permission of instructor . Credit Hours: 3 analysis . Research projects are related to ongoing efforts in the Clinical Curriculum prior to the start of the rotation . Two options ANA-591 Teaching Assistantship laboratory . Students complete a written laboratory report at the ANA-511 Graduate Histology exist: Option 1 involves clinical case presentations with relevant Provides a directed experience in instruction and presentation end of the quarter and also give an oral presentation of their clinical anatomy discussions . Each student will provide an illus- The microscopic anatomy of cells, tissues and organ systems of techniques . Prerequisite: Consult program director . Credit Hours: work . Credit Hours: 3 the human body is studied through laboratories, prerecorded variable trated PowerPoint presentation of the history, examinations, and lectures and self-instructional material . Fine structural special- clinical findings of the patient and a presentation of the relevant BCH-582 Biochemical Methodology II izations relating to tissue function are emphasized along with ANA-595 Journal Club in Anatomy & Cell Biology clinical anatomy . Option 2 involves participation in laboratory Graduate students complete a second laboratory rotation in the histological architecture that characterizes each . This course Discussion and presentation of both historical and current demonstrations in the M1 curriculum . Students electing to teach a different laboratory . This laboratory experience is meant to designation for graduate students includes discussion, student journal articles . Often the articles are chosen to correspond to in the M1 curriculum will be expected to attend both lectures complement the first-quarter rotation and allow the student to presentations and exam components adapted for graduate the topics being covered in the other anatomy and cell biology and laboratory sessions to demonstrate to the first-year medical learn a new set of research techniques . Credit Hours: 3 study . Credit Hours: 3 classes . Credit Hours: 1 students . Elective . BCH-585 Extramural Research ANA-513 Graduate Human Anatomy I ANA-599 Master’s Thesis Research in Anatomy & Cell ANA-793 Advanced Histology/Cell Biology An eight- to ten-week (usually spring quarter) experience at an The structure and function of the human body are examined Biology This program will focus on in-depth study of histology/cell industrial research laboratory in Europe or the United States . topographically through laboratory dissection, lectures and Laboratory-based research project and preparation of the biology of regions designated by the participant and agreed Student will focus on major and minor research areas . Assigned preceptorials . Laboratory dissection is conducted regionally, master’s thesis . A letter grade is provided for this course . Credit upon by the course director . It is anticipated that the areas of reading, a final examination and a written report are required . encompassing the thorax, abdomen, pelvis, perineum, head Hours: variable focus will be of particular interest and benefit to the third- and Credit Hours: variable and neck, back and extremities . Radiological anatomy, living fourth-year medical students as they prepare to launch into ANA-699 Doctoral Research in Anatomy & Cell Biology BCH-595 Journal Club in Biochemistry anatomy and clinical correlations are emphasized . The course their residency programs in their respective specialty areas . The Research devoted to the preparation of a dissertation in Discussion and presentation of both historical and current jour- also provides a survey of embryology and organ-system develop- program will incorporate didactic material with special emphasis partial fulfillment of the requirements of the degree program . nal articles . Often the articles are chosen to correspond to the ment . This course designation for graduate students includes on independent study and presentations on topics of interest at Prerequisite: Permission of program director . This is a pass/no topics being covered in the other biochemistry classes . Credit additional discussion, dissection and exam components adapted the forefront of the designated field . Elective . for graduate study . Credit Hours: 5 pass course . Credit Hours: variable Hours: 1

302 303 BCH-598 Master’s Thesis Research in Biochemistry BMC-502 Strength and Properties of Materials reviews the properties, clinical significance and regulatory BMC-612 Advanced Strength of Materials Biochemistry thesis research for master’s students . Credit Hours: Axially loaded members, torsion of circular and noncircular implications of materials and devices relevant to their applica- Principal stresses and strains, relationship between stress and variable members, stress and strain and their relationships including tion to the human body . It covers metals, ceramics, polymers, strain, bending of straight and curved bars, composite beams in three dimensions, combined loadings, components with pres- composites, natural biomaterials, soft and hard tissue implants bending and torsion, thin rods under complex loading, instan- BCH-624 Connective Tissue Biochemistry sure, moment of inertia, symmetrical and unsymmetrical bending . and implant failure case studies . The fundamentals of implant taneous center of rotation, mechanical design considerations . Biochemistry of the extracellular matrix in connective tissues . Credit Hours: 3 material biocompatibility and federal regulations are also cov- Credit Hours: 3 Topics include collagen genes, structure, types, biosynthesis and ered . Prerequisites: BMC-501, BMC-502 . Credit Hours: 3 diseases; proteoglycan structure, synthesis and diseases; hyal- BMC-503 Introduction to Biomechanics BMC-613 Implant Biomechanics uronan; calcification of connective tissues; bone morphogenic Introduces students to methods of scientific research to include BMC-513 Kinematics of Human Motion Provides students a basic understanding of the design of proteins; basement membranes; elastin; fibronectin; extracellular review of literature, research designs, sampling techniques, mea- Introduces students to the fundamentals of motion analysis artificial human joints, in particular the knee, hip and spine . matrix receptors; matrix metalloproteinases and matrix metal- surement and related issues . Research articles and research thesis measurement, research and clinical applications . After a survey Material and mechanical considerations of joint replacement loproteinase gene regulation . Credit Hours: 2 that exemplify various research designs, presentation of results of current and historical motion analysis systems and tech- will be addressed . Topics include forces and moments at human and conclusions will be reviewed and discussed . Credit Hours: 1 niques, students will learn methodology and interpretation of joints, stress analysis of implants, manufacture of implants and BCH-690 Minicourses motions accelerations and forces produced by or applied to standards, control and approval . Credit Hours: 3 Credit Hours: variable BMC-504 Journal Club in Biomechanics body segments during daily activities . Focus will be on the lower Credit Hours: 1 extremities, but spine and upper body will be introduced as well . BMC-614 Bone Biology BCH-698 Introduction to Doctoral Research in Students will also gain familiarity with complementary measure- Designed to give a graduate-level overview of bone biology . Biochemistry BMC-505 Gross Anatomy Musculoskeletal System ment tools such as electromyography . Prerequisites: BMC-501, Topics to be covered include material composition, structure Each faculty member in the department of biochemistry This course is a laboratory-driven survey of the musculoskeletal BMC-511, ANA-503 . Credit Hours: 3 (bone architecture), tissue biomechanics, cells and turnover, min- discusses the research performed in their laboratory with the system which also includes lecture components . Beyond an under- eralization, growth and development, serum calcium homeosta- first-year graduate students . Credit Hours: 1 standing of the normal structure and function of this system, stu- BMC-514 Spine Biomechanics sis, bone as an endocrine organ, laboratory and clinical imaging dents will study the development of the musculoskeletal system Study of the effects of spine conditions, surgical techniques strategies, and metabolic bone diseases including osteoporosis . BCH-699 Doctoral Research in Biochemistry as well as the changes noted in maturation and ageing processes and implants on the function, motion and stability of the spine . Credit Hours: 3 Biochemistry dissertation research for doctoral students . Credit within this system . The basic knowledge of the structure and func- In vitro, in silico and in vivo analyses of spinal kinematics and Hours: variable tion of the components of the musculoskeletal system will then be dynamics as well as the corresponding experimental methods BMC-615 Advanced Biomaterials applied to the abnormal functions that are the basis for disorders Focuses on current issues of implant materials science and BCH-900 Independent Study in Biochemistry used . Spinal tissue mechanical properties and function charac- and diseases of this system . The overall course objectives below terization will also be covered . Prerequisites: BMC-511, BTN- biological principles that impact the design of implants and Credit Hours: variable were developed by the faculty and represent the content of this 522 . Credit Hours: 3 tissue-engineered products . Topics addressed include structural course . Individual learning objectives for each lecture as well as hierarchies of materials and tissues, physical and chemical prop- for the lab are contained within the educational materials for BMC-521 Thesis Project in Biomechanics erties of surfaces, degradation of materials, federal regulatory Behavioral Science these sessions . (1) Describe the embryologic development of Students must choose an area of concentration in order to com- issues and advanced biocompatibility and implant immunology BHV-751 Sleep Disorders musculoskeletal structures . (2) Describe the structure, function(s) plete the thesis requirements of the degree program . The overall encompassing cell-surface/cell/matrix interactions . The course Diagnosis and treatment of sleep and arousal disorders as and control of the musculoskeletal system in normal movement aim of the thesis is to make the students work on a clinically also covers normal and excessive inflammatory, immunological, recognized by the American Academy of Sleep Medicine . Major and posture . (3) Describe the organization of the nervous system relevant topic in the following musculoskeletal biomechanics and pathological events associated with implant biomateri- diagnostic categories are reviewed in terms of clinical presen- at the gross anatomic, tissue and cellular level . (4) Apply your categories: human motion, implant design and analyses, spine als with a focus on orthopedic biomaterials and fundamental tation, etiology, laboratory findings and potential therapies . understanding of the anatomic basis of musculoskeletal abnor- biomechanics, bone mechanics, cartilage mechanics, biomechan- required for working in the orthopedics industry . Prerequisites: Students sit in with outpatients, interview inpatient consults, malities to specific clinical scenarios . Credit Hours: 3 ics and biochemical analyses of ligaments, tendons and muscles . BMC 501 Statics and Dynamics, BMC 502 Strength and and review sleep studies . Elective . Credit Hours: variable Properties of Materials . Credit Hours: 3 BMC-511 Biomechanics Application of mechanics principles to the study of the human BMC-611 Nonlinear Tissue for Biomechanics BMC-616 Tribology of Implants Biomechanics body . Primary focus on musculoskeletal biomechanics: study Covers viscoelasticity and advanced biomechanics of skeletal Introduces the system aspects of tribology . Regardless of the of forces and their interaction with joints, bone, cartilage and tissues, with a focus on soft orthopaedic tissues (e .g ., carti- tribological system, friction and wear are based on certain com- BMC-501 Statics and Dynamics tendon tissue . Background in mechanical engineering includ- lage, tendon, and ligament) . Topics include tissue composition binations of acting mechanisms, which depend on the structure Introduction to statics and dynamics, including general principles ing statics, dynamics and strength of materials is advantageous . and structure, establishment of basic governing mechanical of the system as well as on the introduction of tribological of mechanics and standard procedures for solving problems . Prerequisites: BMC-501, BMC-502 . Credit Hours: 3 principles and constitutive relations for tissues, and nonlinear stresses . The major mechanisms of friction and wear under solid Force vectors, free body diagram construction, moments, equi- models of fibrillar and viscoelastic porous matrices . Experimental contact conditions will be highlighted and related to basic physi- librium and friction concepts are covered in the statics portion BMC-512 Bioengineering Materials determination of various tissue properties will be introduced and cal, mechanical and chemical properties of the surfaces . Credit of the course . Equations of motion, energy and momentum A comprehensive introduction to biomaterials used in implants demonstrated . Credit Hours: 3 Hours: 3 principles, and rigid body movement concepts are covered in the and medical devices with an emphasis on orthopedic biomaterials dynamics portion of the course . Credit Hours: 3 and preparation for working in the implant industry . This course

304 305 BMC-631 Doctoral Research in Biomechanics BTN-533 Laboratory Techniques III function following birth . Focus is on genetics and hearing loss . AUD-630 Electrophysiologic Assessment of the Auditory Biomechanics dissertation research for doctoral students . Credit Basic and extended molecular biology techniques; DNA and RNA Topics include gene therapy and hearing loss, syndromic and non- System I Hours: variable work; cloning and protein expression techniques . Credit Hours: 2 syndromic hearing loss, and consideration of pharmacogenomics . This course introduces principles and practices of electrophysi- The importance of genetic counseling, family history and beliefs, ologic methods in audiologic assessment . Special emphasis is BMC-900 Independent Study in Biomechanics BTN-534 Laboratory Techniques IV prevention, and ethical/legal issues are discussed . Credit Hours: 1 on the auditory brainstem response (ABR) and its use with both Credit Hours: variable Animal husbandry, experimental procedures and techniques . pediatric and adult patients . The course includes basic informa- Credit Hours: 2 AUD-613 Acoustics and Psychoacoustics tion on electrocochleography (ECOG) and otoacoustic emissions This course describes the basic principles in acoustics regard- (OAEs) . Credit Hours: 3 Biotechnology BTN-535 Laboratory Techniques V ing sound production, measurement, analysis, and perception of Modern techniques in sample analyses . Protein sample prepara- sound . Psychoacoustic principles, theories of auditory perception, AUD-637 Electrophysiologic Assessment of the Auditory BTN-523 Tools for Research tion and analysis by HPLC, 2-D electrophoresis, IEF, mass spec- and their relationship to normal hearing are presented . Credit System II Application of computer, digital imaging and other supporting trometry . Introduction to proteomics . Credit Hours: 2 Hours: 2 This course builds on the content presented in AUD-630 . technologies are presented and practiced . Credit Hours: 1 Topics include advanced concepts in ABR and OAEs, visual BTN-536 Laboratory Techniques VI AUD-614 Acoustic Phonetics and Speech Perception BTN-524 Communication and Laboratory Management and somatosensory responses, and intraoperative monitoring . Histology and immunohistochemistry techniques . Credit Hours: 2 This course examines the roles of major acoustic, phonetic, All aspects of seeking and obtaining the career start with Theoretic bases and clinical applications are considered for ASSR linguistic, and cognitive factors in speech perception and consid- employment are covered . Laboratory management is introduced . BTN-537 Capstone Research and late potentials . Credit Hours: 2 ers relevant theoretical models . Consideration is also given to Credit Hours: 1 This course will provide an opportunity for biotechnology students cultural, cross-language, developmental, and life-span aspects of AUD-640 Basic Amplification to do independent research projects where they can utilize all speech perception . Credit Hours: 2 This course introduces the hearing aid fitting process, including BTN-525 Experimental Design & Models in Disease their laboratory training to address a specific question . This candidacy, selection, verification, orientation, and validation . This course will study the role of the experimental model in capstone research project is a culmination of their training . In AUD-615 Pharmacology research . The various aspects of experimental models, from Students learn about the components of personal amplification collaboration with a laboratory partner, the students will design The general principles of drug action related to hearing and computer (in silico) to animal models, will be discussed, building devices and their role in signal processing strategies . Students their experiments, plan their time management and execute their balance function will be presented . Emphasis will be on activ- on principles of experimental design . This course requires the obtain hands-on experience, including making earmold impres- design to answer a scientific question . Credit Hours: 2 ity, mode of action, side effects, toxicity, and drug interactions students to critically evaluate published work and develop their sions, conducting electroacoustic analyses on and troubleshoot- relevant to the practice of audiology . Credit Hours: 2 model for a given disease . Research problems posed by faculty ing hearing aids, and measuring real-ear responses . Credit Hours: 2 will be understood, developed and solved by students in a coop- Communication Disorders and Sciences AUD-621 Clinical Methods in Audiology erative, interactive application of computer and library resources . This lab course teaches key clinical protocols, methods, procedures AUD-592 Grand Rounds AUD-641 Adult Amplification Credit Hours: 2 and audiologic assessment techniques necessary for clinical pract- Credit Hours: 1 This course expands upon basic hearing instrument technology icum experience . The course includes practice with instrumenta- BTN-526 Laboratory Management presented in AUD-640 Basic Amplification . Selection, verifica- tion, case history, otoscopy, standard audiometric techniques, and The Laboratory Management course introduces the theory, AUD-602 Anatomy & Physiology of Hearing & Balance tion and validation issues surrounding hearing aid fittings with lab exercises to promote skill development . Credit Hours: 2 practical application and evaluation of laboratory management This course examines anatomy and physiology of the auditory sys- adults are presented . Emphasis is on advanced concepts and practices as well as current research and trends . Credit Hours: 3 principles in research and health care, including safety, research, tem: outer, middle, and inner ear and central auditory pathways . AUD-622 Clinical Observation in Audiology educational methodology, quality control, ethics, laboratory Anatomy and physiology of the vestibular system and speech Students learn to identify and apply key elements necessary for AUD-642 Amplification Seminar operations and laboratory information systems . Opportunities for production are also included . Credit Hours: 3 introduction to clinical practice, including relevant policies and This seminar focuses on contemporary, innovative, evidence- building critical thinking, problem-solving, teamwork, commu- AUD-606 Neuroscience procedures, infection control, electronic medical records, ethics, based fitting and rehabilitation issues related to personal nication, management and leadership skills are provided . Credit Central and peripheral nervous system structures that form the privacy, and multicultural issues . Students also observe diagnostic amplification systems . Credit Hours: 1 Hours: 1 neurologic foundation for speech, hearing, and language are and rehabilitative audiologic and speech and language proce- dures with infants, children, adults, and geriatrics in outpatient, AUD-645 Adult and Geriatric Rehabilitative Audiology BTN-531 Laboratory Techniques I presented . Credit Hours: 3 inpatient, and short-term care settings . Credit Hours: 1 Examination of adult audiologic rehabilitation includes the Introduction to laboratory techniques, basic techniques with pro- AUD-607 Pathophysiology use of visual, auditory, and bisensory stimuli in communica- teins and cells, laboratory safety training and Good Laboratory AUD-623 Audiologic Assessment Credit Hours: 3 tion . Assessment of communicative function, auditory train- Practices training with qualifying examination . Credit Hours: 2 This course presents behavioral tests of the auditory system that ing, speechreading, amplification, assistive listening devices, AUD-611 Embryology and Genetics of the Auditory provide a differential diagnosis of auditory function, emphasizing BTN-532 Laboratory Techniques II rehabilitative strategies, and the psychosocial aspects of adult System a test battery approach . This course is taken in conjunction with Cell isolation and cell culture techniques . Experimentation with hearing impairment are examined . Focus is on patient-centered After reviewing basic biology, this course presents basic patterns AUD-621 Clinical Methods in Audiology . Credit Hours: 3 cell cultures; cell cycle, survival, protein and DNA content deter- care of adults with hearing loss and incorporating communica- of biological inheritance and basic human genetics terminology . mination . Credit Hours: 2 tion partners . Treatment outcome measurement is emphasized . Embryologic development of the auditory, vestibular, and craniofa- The geriatric population and working-age adults are considered cial systems is presented and related to auditory/speech/balance as separate rehabilitative challenges . Credit Hours: 3

306 307 AUD-650 Vestibular Assessment and Rehabilitation for implant patients are described . Principles of speech process- AUD-682 Investigative Project Planning Seminar AUD-800 Internship I Anatomy and physiology of the vestibular and oculomotor ing and psychoacoustics are related to the cochlear, middle ear, This course will prepare students for conducting an investiga- A four-semester sequence of supervised audiologic patient systems is reviewed . Emphasis is on VNG/ENG test battery and osseointegrated implant technologies . Credit Hours: 2 tive project . In consultation with the course director and other care in a variety of sites on and off campus . Student clinicians components, delivery, and interpretation, with both didactic cov- departmental faculty, students will generate potential research assume increasing responsibility for the full range of basic and erage and hands-on practicum . Central- and peripheral-based AUD-667 Auditory Processing topics for their investigative projects; evaluate their merits; intermediate-level audiologic diagnostic procedures and inter- pathologies are discussed and emphasized through interactive Students learn the neurophysiologic bases of central auditory review methods and regulatory requirements for conducting pretation and rehabilitative follow-up . Student clinicians assume case studies . Additional specialized vestibular tests, including processing . The course includes consideration of screening and experimental, clinically focused, and evidence-based review caseload management under supervision and develop increased SVV, cVEMP, oVEMP, rotary chair, and posturography, are also diagnostic test batteries, results interpretation and implications, projects; perform initial literature review; and determine the critical thinking skills . Students also experience administrative considered . Credit Hours: 3 and management approaches to central auditory processing appropriate research design . Credit Hours: 2 and practice management activities . The internship experience disorders . Credit Hours: 2 includes patients across the life span and from diverse cultural AUD-651 Vestibular Seminar AUD-683 Investigative Project backgrounds . Credit Hours: 3 This seminar expands upon concepts and test techniques AUD-670 Hearing Conservation In this directed course, the student will select and analyze a presented in AUD-650 . Advanced concepts, including unilateral This course includes an introduction to the effects of noise specific clinical or research question . Completion of the project AUD-801 Internship II peripheral vestibular differentiation, bedside tests of assess- on hearing, sound measurement, noise descriptors, testing, includes a professionally written paper and a presentation . A four-semester sequence of supervised audiologic patient care ment of VOR and VSR, ENG and VNG, rotational test techniques, and follow-up . Prevention, hearing conservation procedures, Repeatable Course . Credit Hours: 3 in a variety of sites on and off campus . Student clinicians assume VEMP testing, posturography, fall risk assessment, and mea- and protective devices are presented . Federal, state, and local increasing responsibility for the full range of basic and interme- surement of dizziness handicap are presented via lecture and regulations; workmen’s compensation; and litigation are also AUD-690 Clinical Practicum I diate-level audiologic diagnostic procedures and interpretation hands-on practicum, with additional emphasis on vestibular discussed . Credit Hours: 2 Students are involved in supervised clinical experience with and rehabilitative follow-up . Student clinicians assume caseload function and dysfunction in pediatric patients and older adults . patients of all ages displaying various hearing and balance management under supervision and develop increased critical AUD-671 Seminar in Supervision & Mentorship Credit Hours: 1 impairments . Practicum experiences focus on development of thinking skills . Students also experience administrative and prac- This course addresses key elements of supervision and mentor- specific skills and competencies in the areas of clinical writing, tice management activities that are consistent with their clinical ship, focusing on students . Components include processes that AUD-660 Pediatric Audiology diagnostic evaluation, case history, counseling, and treatment progress . The internship experience includes patients across the contribute to the goals and various forms of supervision and Topics in this course include an overview of cognitive, motor, techniques for patients from diverse cultural backgrounds . The life span and from diverse cultural backgrounds . Credit Hours: 3 and language development; pediatric auditory behaviors; the mentorship; knowledge and skills needed by supervisors and relationship of audiology to other health care professions is also impact of hearing loss on speech/language development; and mentors; research and outcome issues in supervision; leadership examined . Credit Hours: 1 AUD-802 Internship III age-appropriate procedures for the audiologic evaluation of and supervision; challenges to effective supervision; and other A four-semester sequence of supervised audiologic patient care children . Issues related to audiologic intervention, multicultural- related topics . Credit Hours: 1 AUD-691 Clinical Practicum II in a variety of sites on and off campus . Student clinicians assume ism, and interprofessionalism using team approaches to case Students are involved in supervised clinical experience with increasing responsibility for the full range of basic and interme- AUD-672 Seminar in Current Professional Issues management and family counseling are presented . Credit patients of all ages displaying various hearing impairments . diate-level audiologic diagnostic procedures and interpretation This course includes exploration, discussion and analysis of Hours: 2 Practicum experiences focus on development of specific skills and rehabilitative follow-up . Student clinicians assume caseload 21st-century professional issues facing the audiology profession . and competencies in the areas of clinical writing, diagnostic management under supervision and develop increased critical Technological, political, legal, legislative, and societal changes AUD-663 Pediatric Amplification and Habilitation evaluation, case history, counseling, and treatment techniques thinking skills . Students also experience administrative and prac- impacting the practice of contemporary audiology are examined . Students learn about strategies involved in the management of for patients from diverse cultural backgrounds . The relationship tice management activities that are consistent with their clinical Topics will reflect current issues and may include career plan- children with hearing impairment and deafness . Topics include of audiology to other health care professions is also examined . progress . The internship experience includes patients across the ning and development, credentialing, specialty certification and the pediatric fitting process for infants and children, assis- Increasing knowledge and skill are expected with each subse- life span and from diverse cultural backgrounds . Credit Hours: 3 tive listening devices for classroom and home, communication licensure, cultural competence, scope of practice, and the use of quent practicum experience . Credit Hours: 1 modalities, auditory skills development, and case management . technology in clinical practice . Credit Hours: 1 AUD-803 Internship IV Credit Hours: 2 AUD-692 Clinical Practicum III A four-semester sequence of supervised audiologic patient care AUD-673 Practice Management Across Settings Students are involved in supervised clinical experience with in a variety of sites on and off campus . Student clinicians assume Service delivery models, including private practice, clinics, AUD-664 Educational Audiology patients of all ages displaying various hearing impairments . increasing responsibility for the full range of basic and interme- medical centers, nonprofit agencies, industry, government, and The broad-based practice of audiology in the school setting Practicum experiences focus on development of specific skills diate-level audiologic diagnostic procedures and interpretation other settings are introduced . Issues associated with clinical involves special issues and considerations . This course covers and competencies in the areas of clinical writing, diagnostic and rehabilitative follow-up . Student clinicians assume caseload operations and practice management include business plan federal legislation, identification and assessment practices, case evaluation, case history, counseling, and treatment techniques management under supervision and develop increased critical development, private practice orientation, trends in health care, management, IEP development, and the effects of hearing loss for patients from diverse cultural backgrounds . The relationship thinking skills . Students also experience administrative and prac- marketing, cost/benefit ratios, and financial and accounting con- on educational programming . Credit Hours: 2 of audiology to other health care professions is also examined . tice management activities that are consistent with their clinical siderations . Personnel issues, conflict management, and strategic Increasing knowledge and skill are expected with each subse- progress . The internship experience includes patients across the AUD-665 Auditory Implants planning are discussed . Credit Hours: 2 quent practicum experience . Credit Hours: 1 life span and from diverse cultural backgrounds . Credit Hours: 4 This course describes and compares various types of brainstem, cochlear, middle ear, and osseointegrated implant technologies . Appropriate assessment, treatment, and management options

308 309 AUD-850 Externship I perceive speech . Theories of speech production and perception will CDS-591 Applied Topics in Communication Disorders CDS-637 Advanced Electrophysiology This externship sequence is a full-time advanced audiologic be discussed . The life-span issues related to speech, dialectal and/ and Sciences Topics include advanced concepts in ABR and OAEs, visual clinical placement under the direction of the audiology clinical or cultural characteristics of normal speech and the acoustic and Scientific, clinical and professional issues in audiology and and somatosensory responses and intraoperative monitoring . education coordinator and preceptor . Externship is off campus perceptual characteristics of abnormal speech are also addressed . speech-language pathology are examined using a variety of Theoretic bases and clinical applications are considered for ASSR and emphasizes increasing independence with clinical practice The course includes lectures, class discussions and laboratory work . formats that include guest speakers in student development and late potentials . Credit Hours: 1 as well as participation in clinical operations, administrative, Prerequisite: Completion of undergraduate course in speech sci- sessions, clinical rounds and a journal club . Development of oral and professional activities . Student demonstrates skill levels ence . Credit Hours: 4 presentation skills as well as analytical and clinical problem- CDS-641 Adult Amplification commensurate with externship competencies . The externship solving skills is emphasized . The course meets weekly during This course expands upon basic hearing instruments technology experience includes patients across the life span and from CDS-505 Clinical Methods in Speech-Language Pathology I regular sessions of the fall, winter and spring quarters, but presented in AUD-640 Basic Amplification . Selection, verification diverse cultural backgrounds . Credit Hours: 7 This course emphasizes basic clinical methods and skills for begin- students register only in the fall . Repeatable Course . P/N grad- and validation issues surrounding hearing aid fittings with adults ning graduate students in speech-language pathology with an ing . Credit Hours: 1 are presented . Emphasis is on advanced concepts and practices AUD-851 Externship II emphasis on assessment . Topic areas include Rush note-writing as well as current research and trends . Credit Hours: 3 This externship sequence is a full-time advanced audiologic and documentation . Students will practice administering, scoring CDS-592 Applied Topics clinical placement under the direction of the audiology clinical and interpreting common standardized tests . P/N grading . Credit Scientific, clinical and professional issues in audiology are exam- CDS-642 Adv. Topics in Amplification education coordinator and preceptor . Externship is off campus Hours: 2 ined using a variety of formats that include guest speakers in This seminar focuses on current, innovative, evidence-based and emphasizes increasing independence with clinical practice student development sessions and clinical rounds . Development fitting and rehabilitation issues related to personal amplification as well as participation in clinical operations, administrative, CDS-528 Current Issues in AAC Service Delivery of oral presentation skills as well as analytical and clinical systems . Credit Hours: 1 and professional activities . Student demonstrates skill levels This short-term, intensive course serves as an introduction to problem-solving skills is emphasized . Credit Hours: 1 CDS-645 Adult & Geriatric Rehabilitative Audiology commensurate with externship competencies . The externship current methods and basic strategies associated with the use of Examination of adult audiologic rehabilitation . Visual, auditory experience includes patients across the life span and from augmentative and alternative communication aids and approaches . CDS-601L Anatomy and Physiology of the Auditory and bisensory stimuli in communication are considered along diverse cultural backgrounds . Credit Hours: 7 Credit Hours: 1 System Laboratory This laboratory course examines the structures important for with assessment of communicative function, auditory training, AUD-852 Externship III CDS-574 Transition Counseling hearing through various activities, which may include cadavers, speechreading, amplification, assistive listening devices, rehabili- This externship sequence is a full-time advanced audiologic The major focus is on understanding the process of the helping models, specimens, computer images and slides . This course is tative strategies and the psychosocial aspects of adult hearing clinical placement under the direction of the audiology clinical relationship . Students will consider the impact of cultural and taken in conjunction with AUD-602 Anatomy and Physiology of impairment . The geriatric population and working-age adults will education coordinator and preceptor . Externship is off campus age-related issues and they will develop skills and competencies the Auditory System . Credit Hours: 1 be considered as separate rehabilitative challenges . Credit and emphasizes increasing independence with clinical practice needed to influence effectiveness as a communicator . Knowledge Hours: 3 as well as participation in clinical operations, administrative, of selected counseling theory as it integrates into practice will be CDS-615 Pharmacology CDS-646L Vestibular Assessment and Rehabilitation and professional activities . Student demonstrates skill levels acquired . Credit Hours: 1 The general principles of drug action related to hearing and Laboratory commensurate with externship competencies . The externship balance function will be presented . Emphasis will be on activ- CDS-576 Issues in Counseling** Students develop basic skills in the practical application of ENG/ experience includes patients across the life span and from ity, mode of action, side effects, toxicity and drug interactions The major focus is on understanding the process of the help- VNG and vestibular rehabilitation . Prerequisites: AUD-602, CDS- diverse cultural backgrounds . Credit Hours: 7 relevant to the practice of audiology . Credit Hours: 2 ing relationship in counseling individuals with communication 601L . Corequisite: AUD-650 . Credit Hours: 1 AUD-999 Continuous Enrollment disorders and their families . Students will consider the impact of CDS-619P Audiology Practicum IV CDS-651 Vestibular Assessment and Rehabilitation II The requirement for continuous enrollment applies to all cultural and age-related issues, and they will develop skills and Students are involved in supervised clinical experience with Advanced concepts including unilateral peripheral vestibular students admitted or readmitted for Fall 2015 or later . Doctoral competencies needed to influence effectiveness as a communica- patients of all ages displaying various hearing impairments . differentialism, bedside tests of assessment of VOR and VSR, ENG students should follow program requirements for continuous tor . Knowledge of selected counseling theory as it integrates into Practicum experiences focus on development of specific skills and VNG, rotational test techniques, VEMP testing, computerized enrollment and degree completion . Students who have not practice will be acquired . Credit Hours: 2** and competencies in the areas of clinical writing, diagnostic dynamic posturography, fall risk assessment and measurement completed their degree requirements are required to maintain evaluation, obtaining case histories, counseling and treatment CDS-582 Topics in Research Methods in Communication of dizziness handicap are presented via lecture and hands-on continuous enrollment through the college of their program techniques for patients from diverse cultural backgrounds . The Disorders practicum . Credit Hours: 1 until the degree is earned . Continuous enrollment courses relationship of audiology to other health care professions is also Credit Hours: 1 examined . Prerequisites: Each course has prerequisites — check are graduate-level courses set up by departments at Rush CDS-657 Seminar in Teleaudiology with course director for specific prerequisites . Credit Hours: University for students who need to remain actively enrolled CDS-590P Advanced Speech Pathology Practicum II This seminar focuses on audiologic services delivered via tele- variable in the University while they finish their graduate work . Credit Students are placed at practicum sites at Rush or other facilities health including screening, diagnosis, rehabilitation, and counsel- Hours: 1 for an extended clinical experience . Prerequisite: CDS-589 . Credit CDS-630 Electrophysiology ing . Contemporary teleaudiology models will be presented and Hours: variable CDS-504 Speech Production and Speech Perception Credit Hours: 3 examined . Consumer input, administrative planning, legal and ethical implications and technology needs will be discussed . This course addresses the physiology of speech production, the Credit Hours: 1 - 9 acoustic characteristics of speech, the relationship between articulation and acoustics and processes by which listeners

310 311 CDS-658 Seminar in Tinnitus Assessment & Management and psychoacoustics are related to the cochlear, middle ear and requirements for conducting experimental evidence-based prac- includes patients across the life span and from diverse cultural The purpose of this seminar is to provide the fundamental osseointegrated implant technology . Credit Hours: 2 tice systematic review projects, perform initial literature review backgrounds . Credit Hours: 3 knowledge and skills necessary to help individuals with tinnitus and determine the appropriate research design . Credit Hours: 1 self-manage this symptom and to minimize the negative impact CDS-667 Auditory Processing CDS-803 Transition Internship IV on tinnitus on everyday function and quality of life . This seminar Students learn the neurophysiologic bases of central auditory CDS-683 Investigative Project CDS-800, CDS-801, CDS-802, CDS-803 and CDS-804 is a will (1) review research on the current understanding of the processing . The course includes consideration of screening, In this directed course, the student will select and analyze a four-semester course sequence of supervised audiologic patient mechanisms of tinnitus, (2) discuss various approaches toward diagnostic and management approaches to central auditory specific clinical, research or professional problem . Completion of care in a variety of sites on and off campus . Student clinicians counseling, assessment, and management and (3) examine disorders . Credit Hours: 1 the project includes a professional paper and tutorial presenta- will assume increasing responsibility for the full range of basic the treatment of efficacy of current audiological, medical, and tion . Repeatable course . Credit Hours: 3 and intermediate-level audiologic diagnostic procedures and CDS-670 Hearing Conservation cognitive-based management options . CDS-601 and CDS-628 . interpretation and rehabilitative follow-up . Student clinicians This course includes an introduction to the effects of noise on CDS-692 Transition Practicum III & IV Credit Hours: 1 assume caseload management under supervision . Students also hearing, sound measurement, noise descriptors, testing and Credit Hours: 4 experience administrative and practice management activities CDS-659 Seminar in Tinnitus Assessment & Management follow-up . Prevention, hearing conservation procedures and consistent with their clinical progress . The internship experience CDS-800 Transition Internship I The purpose of this seminar is to provide the fundamental devices are presented . Federal, state and local regulations; includes patients across the life span and from diverse cultural CDS-800, CDS-801, CDS-802, CDS-803 and CDS-804 is a knowledge and skills necessary to help individuals with tinnitus workmen’s compensation; and litigation are also discussed . backgrounds . Credit Hours: 5 four-semester course sequence of supervised audiologic patient self-manage this symptom and to minimize the negative impact Credit Hours: 2 care in a variety of sites on and off campus . Student clinicians on tinnitus on everyday function and quality of life . This seminar CDS-820 Internship V CDS-671 Seminar in Supervision will assume increasing responsibility for the full range of basic will (1) review research on the current understanding of the AUD-800, AUD-801, AUD-802, AUD-803 and CDS-820 is a This course addresses key elements of supervision and mentor- and intermediate-level audiologic diagnostic procedures and mechanisms of tinnitus, (2) discuss various approaches toward five-quarter course sequence of supervised audiologic patient ship, focusing on students . Components includes processes that interpretation and rehabilitative follow-up . Student clinicians counseling, assessment, and management and (3) examine care in a variety of sites on and off campus . Student clinicians contribute to the goals and various forms of supervision and assume caseload management under supervision . Students also the treatment of efficacy of current audiological, medical, and will assume increasing responsibility for the full range of basic mentorship, knowledge and skills needed by supervisors and experience administrative and practice management activities cognitive-based management options . Credit Hours: 1 and intermediate-level audiologic diagnostic procedures and mentors, research outcomes issues in supervision, leadership consistent with their clinical progress . The internship experience interpretation and rehabilitative follow-up . Student clinicians CDS-660 Leadership Seminar and supervision, challenges to effective supervision and other includes patients across the life span and from diverse cultural assume caseload management under supervision . Students also Students will learn to understand and develop their own leader- related topics . Credit Hours: 1 backgrounds . Credit Hours: 3 experience administrative and practice management activities ship skills . The course engages students in explorations of leader- consistent with their clinical progress . The internship experience CDS-672 Seminar in Career Topics CDS-801 Transition Internship II ship . Students will analyze selected leadership literature and will includes patients across the life span and from diverse cultural This course includes exploration, discussion and analysis of 21st- CDS-800, CDS-801, CDS-802, CDS-803 and CDS-804 is a examine the work of leaders in audiology, industry and other backgrounds . Credit Hours: 5 century professional issues facing audiologists . Topics will reflect four-semester course sequence of supervised audiologic patient areas . Credit Hours: 2 current issues and may include career planning and develop- care in a variety of sites on and off campus . Student clinicians CDS-850 Transition Externship I CDS-663 Pediatric Amplification and Habilitation ment, credentialing, specialty certification and licensure, diversity will assume increasing responsibility for the full range of basic The CDS-850, CDS-851 and CDS-852 series is a full-time Students will learn about strategies involved in the management and inclusion, scope of practice and the use of technology in the and intermediate-level audiologic diagnostic procedures and advanced audiologic clinical placement under the direction of of children with hearing impairment and deafness . Topics include clinic . interpretation and rehabilitative follow-up . Student clinicians the audiology clinical education coordinator and preceptor . the pediatric fitting process for infants and children, assis- assume caseload management under supervision . Students also Externship is off campus and emphasizes increasing indepen- CDS-673 Clinical Operations & Practice Management tive listening devices for classroom and home, communication experience administrative and practice management activities dence with clinical practice as well as participation in clinical Service delivery models including private practice, clinics, medi- modalities, auditory skills development and case management . consistent with their clinical progress . The internship experience operations, administrative and professional activities . Student cal centers, nonprofit agencies, industry, government and other Credit Hours: 2 includes patients across the life span and from diverse cultural demonstrates skill levels commensurate with externship compe- setting are introduced . Issues associated with clinical operations backgrounds . Credit Hours: 3 tencies . Credit Hours: 7 CDS-664 Educational Audiology and practice management include business plan development, The practice of audiology in the school setting involves special private practice orientation, trends in health care, marketing, CDS-802 Transition Internship III CDS-851 Externship issues and considerations . This course covers federal legislation, cost/benefit ratios, financial and accounting considerations . CDS-800, CDS-801, CDS-802, CDS-803 and CDS-804 is a This externship sequence is a full-time advanced audiologic identification and assessment practices, case management, IEP Personnel issues, conflict management and strategic planning four-semester course sequence of supervised audiologic patient clinical placement under the direction of the audiology clinical development and the effects of hearing loss on educational are discussed . Credit Hours: 2 care in a variety of sites on and off campus . Student clinicians education coordinator and preceptor . Externship is off campus programming . Credit Hours: 2 will assume increasing responsibility for the full range of basic and emphasizes increasing independence with clinical practice CDS-682 Investigative Project Planning Seminar and intermediate-level audiologic diagnostic procedures and as well as participation in clinical operations, administrative and This course will prepare students for conducting an investigative CDS-665 Auditory Implants interpretation and rehabilitative follow-up . Student clinicians professional activities . Student demonstrates skill levels com- project during their third year in the program . In consultation This course describes and compares various types of cochlear, assume caseload management under supervision . Students also mensurate with externship competencies . The externship experi- with the course director and other departmental faculty, the middle ear and osseointegrated implant technologies . experience administrative and practice management activities ence includes patients across the life span and from diverse student will generate potential research topics for investigative Appropriate assessment, treatment and management options for consistent with their clinical progress . The internship experience cultural backgrounds . Credit Hours: 7 implant patients are described . Principles of speech processing projects, evaluate their merits, review methods and regulatory

312 313 CDS-852 Externship health care reimbursement and fiduciary responsibility, risk characteristics of both primary and secondary language disorders, studied . Emphasis will be placed on communication and swal- This externship sequence is a full-time advanced audiologic management and legal issues, effective communication skills, including autism spectrum disorder . Assessment and intervention lowing evaluations, and rehabilitation using case studies . A team clinical placement under the direction of the audiology clinical best professional practice (HIPAA, FERPA), and other current techniques across the developmental period will be presented . approach to patient care will be stressed . Credit Hours: 2** education coordinator and preceptor . Externship is off campus professional areas . Credit Hours: 2** Credit Hours: 3 and emphasizes increasing independence with clinical practice SLP-542L Tracheostomy & Ventilator Lab as well as participation in clinical operations, administrative and SLP-511P Speech-Language Pathology Practicum I SLP-522 Language Disorders in Children II: Age Six This lab-based course covers the unique challenges of evaluating professional activities . Student demonstrates skill levels com- This is a supervised on-campus clinical experience with clients/ Through Adolescence and treating speech, voice, and swallowing impairments demon- mensurate with externship competencies . The externship experi- patients/students presenting with speech, language, cognitive- This course covers language development and disorders in children strated by patients requiring tracheostomy tube placement with ence includes patients across the life span and from diverse communication, voice, motor-speech, and/or swallowing aged six years and older . Primary and secondary language disor- and without mechanical ventilation . Hands-on education will cultural backgrounds . Credit Hours: 7 impairments . Practicum students will understand evaluative, ders in both oral and written modalities are presented . Skills for include task training with various tracheostomy tubes, one-way therapeutic, counseling, and report-writing procedures through assessment and intervention will be developed . Credit Hours: 3 speaking valves, and ventilators/ventilator settings; as well as CDS-894 Externship IV hands-on training, simulated learning opportunities, and direct interprofessional case studies using high-fidelity mannequins and The AUD-850, AUD-851, AUD-852, and CDS-894 series is a full- contact with clients/patients/students . Relationship of speech- SLP-524 Fluency, Dysfluency and Stuttering simulated patient modalities/technologies . Credit Hours: 1** time advanced audiologic clinical placement under the direction language pathology to health care, education, and other profes- This course addresses developmental and acquired fluency dis- of the audiology clinical education coordinator and preceptor . sions is examined . Introductory experience includes exposure to orders . Current research findings on stuttering will be discussed . SLP-558 Dysphagia Externship is off-campus and emphasizes increasing indepen- patients/clients/students across the life span and from diverse Students learn to describe pertinent characteristics of speech flu- This course covers the normal anatomy and physiology of swal- dence with clinical practice as well as participation in clinical cultural backgrounds, in a variety of on-campus settings . Credit ency, identify the presence of a clinically significant fluency prob- lowing, evaluation of disordered swallowing, and management/ operations, administrative and professional activities . Student Hours: 1 lem, and determine etiologic and maintaining factors . Differential rehabilitation of swallowing disorders . Topics include clinical and demonstrates skill levels commensurate with externship com- diagnosis of neurogenic and psychogenic stuttering will also be imaging evaluations with special emphasis on videofluoroscopic petencies . Prerequisites: Each course has prerequisites — check SLP-512P Speech-Language Pathology Practicum II discussed . Strategies and approaches for prevention and manage- swallow study procedures and analysis, and evidence-based with course director for specific prerequisites . Credit Hours: 8 This is a supervised clinical experience with clients/patients/ ment are considered . Credit Hours: 2** rehabilitation protocols and adjunctive modalities . Swallowing dis- students presenting with speech, language, cognitive-com- orders in various populations across the age span are discussed . CDS-900 Independent Study munication, voice, motor-speech, and/or swallowing impair- SLP-526 Speech Sound Disorders Credit Hours: 3 Students pursue an area of their choosing under the direction of ments . Practicum students demonstrate evaluative, therapeutic, This course covers development and disorders of speech sound a faculty member . Credit Hours: 1 counseling, and report-writing skills for early practicum experi- production in pediatric populations . Possible etiologies and SLP-562 Genetics & Craniofacial Anomalies ences . Relationship of speech-language pathology to health subtypes, including childhood apraxia of speech, are discussed . This course reviews the embryology, anatomy, and physiology of SLP-503L Auditory Skills Lab for the Speech-Language care, education, and other professions is further examined . Assessment skills are developed . Theories and procedures of con- normal and abnormal development of orofacial structures . The Pathologist Experience includes patients/clients/students across the life span temporary interventions are presented . Credit Hours: 2** focus is on cleft-palate and craniofacial anomalies with associated This course reviews the anatomy and physiology of hearing and from diverse cultural back grounds, in a variety of settings . syndromes . Surgical, dental, audiological, and feeding aspects SLP-535 Clinical Issues in Cultural & Linguistic Diversity and the basics of hearing science for the speech-language Opportunities for continuous professional and interprofessional are addressed . Speech, language, and resonance evaluation and This course surveys topics in cultural and linguistic diversity pathologist . Types of hearing loss, forms of hearing assessment, education (IPE) and development to enhance team performance intervention strategies are discussed with a focus on current litera- relevant to clinical practice in the profession of speech-language and principles of prevention, intervention, and rehabilitation and outcomes are available . Credit Hours: 2 ture . The emphasis is on a multidisciplinary approach to treatment are presented as foundations for practicing speech-language pathology . It is designed to extend students’ foundational clinical through the craniofacial team . Credit Hours: 2** pathologists . Skills related to assessment and interventions are SLP-513P Speech-Language Pathology Practicum III knowledge to diverse populations, including individuals who speak developed through laboratory activities . Credit Hours: 1 This is a supervised clinical experience with clients/patients/ nonmainstream dialects and those who speak a language other SLP-563 Voice Disorders students presenting with speech, language, cognitive-commu- than, or in addition to, English . Credit Hours: 2 This course examines the acoustic, perceptual, and physiological SLP-506L Clinical Mehods Lab nication, voice, motor-speech, and/or swallowing impairments . dimensions of normal and abnormal voice . Predisposing, precipi- SLP-537L Anatomy Lab This course emphasizes basic clinical methods and skills for Students further develop evaluative, therapeutic, counseling, and tating, and perpetuating etiologic factors are considered . Skills for This course reviews the anatomy and physiology of the speech beginning graduate students in speech-language pathology with report-writing skills . Relationship of speech-language pathol- assessment, differential diagnosis, and management of hyperfunc- systems of respiration, phonation, and articulation in the context an emphasis on assessment and evidence-based intervention . ogy to health care, education, and other professions is further tional, psychogenic, and organic voice disorders are developed . of studying the human body through cadaver specimens . This one- Topic areas include Rush clinical protocols and operational pro- examined . Experience includes patients/clients/students across Credit Hours: 3 hour weekly laboratory experience is supplemented by didactic cedures, note-writing, and documentation . In addition, students the lifespan and from diverse cultural back grounds, in a variety information focusing on the physiology of speech production and SLP-564 Aphasia will practice administering, scoring, and interpreting a battery of of settings . Opportunities for continuous professional and inter- swallowing . Credit Hours: 1 Adult onset aphasia, apraxia of speech, and related language common standardized assessments . Credit Hours: 1 professional education (IPE) and development to enhance team disorders are examined . Emphases include theoretical foundations, performance and outcomes are available . Credit Hours: 4 - 6 SLP-510 Professional Issues in Speech-Language SLP-540 Head and Neck Cancer Management neuroanatomy and pathophysiology, symptomatology, assessment/ Pathology SLP-521 Language Disorders in Children I: Birth Through This course covers the unique challenges of evaluating and treat- diagnosis, and clinical management . Credit Hours: 3 This course provides an overview of professional issues for Age Five ing speech, voice, and swallowing disorders resulting from treat- ment for head and neck cancer . Basic understanding of surgical speech-language pathologists . Topics include regulatory guide- This course covers language development and disorders from and chemoradiation effects and all forms of alaryngeal speech are lines, licensure, scope of practice, professional code of ethics, birth through five years of age . Students learn definitions and

314 315 SLP-567 Dysarthria speech-language pathology to health care, education, and other College of Health Sciences Interdisciplinary incorporating the use of computerized statistical programs such This course will focus on the diagnosis and treatment of a group professions is further examined . Experience includes patients/cli- Courses as SPSS . Credit Hours: 2 of speech disorders that affect either single or combined speech ents/students across the life span and from diverse cultural back subsystems of respiration, phonation, resonance, articulation, grounds, in a variety of settings . Opportunities for continuous CHS-501 Introduction to Biostatistics for the Health CHS-605 Introduction to Ethics in Healthcare: and prosody . The speech disorders are caused by changes in professional and interprofessional education (IPE) and develop- Scientist Interdisciplinary Perspectives speech musculature or its movement patterns due to central or ment to enhance team performance and outcomes are available . This course will focus on concepts and procedures for descrip This interdisciplinary course will introduce students to founda- peripheral nervous system damage . This course includes lectures, Credit Hours: 8 - 10 tive and inferential statistics for continuous and discrete data tional theories of health care ethics, ethical decision-making class discussions, laboratory work, hands-on class projects and and data analysis using parametric and nonparametric statistical frameworks, legal and professional standards in health care literature review papers . Credit Hours: 3 SLP-592 Grand Rounds procedures . Computerized statistical programs, such as SPSS, ethics, institutional and interprofessional ethical constraints, and Credit Hours: 1 will be used . Prerequisite: Admission to the program . Credit major ethical issues facing health care professionals . Students SLP-568 Cognition of Acquired Language and Hours: 3 will have the opportunity for case analysis and discussion with Communication Disorders SLP-598 Thesis students from other professions with which they will someday This course examines the attentional, memorial, linguistic, and Under the guidance and direction of a faculty member and com CHS-510 Health Care in America: An Overview for be practicing . Course content will include lecture, online content, executive processes involved in language and communication mittee, the student originates, proposes, and executes a scientific Health Professions for Students case analysis, and discussion . Credit Hours: 2 functioning . The language and communication characteristics investigation . Emphasis is on a review of current research litera- Health Care in America is designed for students who are enter- of individuals presenting with neurologic conditions that alter ture and appropriate research design and methods in support of ing a health profession . Faculty leaders from across the Medical CHS-610 Research Methods in the Health Sciences these processes are also described . Assessment and treatment the stated research objectives . These projects reflect a high degree Center present topics that address contemporary issues in This course provides an introduction to basic, clinical, and transla- of these disorders is presented . Credit Hours: 3 of scholarship . Credit Hours: 1 - 2 America’s health care system . Examples include the organization tional research methods . It emphasizes the development of skills and delivery system, the economics and financing of health care, to enable the health science student to evaluate research articles SLP-606 Introduction to Neuroscience SLP-582 Topics in Research Methods in Communication the national’s health care workforce, long-term care, technology and participate in clinical research activities . Quantitative research Disorders & Sciences Central and peripheral nervous system structures that form the and health care, biomedical ethics, health policy and the public’s designs, sampling techniques, measurement, and interpretation This course provides an introduction to basic, clinical, and trans- neurologic foundation for speech, hearing, and language are health, and future directions of America’s health care system . of common statistical findings are also reviewed . Principles of lational research methods . It emphasizes the development of presented . Credit Hours: 3 Following presentations, the class breaks into interdisciplinary evidence-based practice are incorporated . Credit Hours: 2 skills to enable the health science student to evaluate research groups led by faculty to explore those and other class-developed SLP-607 Pathophysiology of the Auditory System CHS-620 Health Care in America articles and participate in clinical research activities . Quantitative questions about health care in America . Prerequisite: Admission Students discuss risk factors, symptoms, and pathogenesis of research designs, sampling techniques, measurement, and to the program . Credit Hours: 2 Health Care in America is designed to provide an interdisciplinary various ear diseases and auditory system disorders . Audiologic interpretation of common statistical findings are also reviewed . overview of the health care system for students entering a health assessment as well as medical/surgical treatments are explained . Principles of evidence-based practice are incorporated . Credit CHS-531 Introduction to Human Disease profession . Contemporary issues in America’s health care system Students will also be introduced to concepts related to tinnitus, Hours: 1 This course provides a conceptual approach to alterations in are addressed, including the organization, delivery, economics including the origins, clinical assessment, and treatment efficacy . normal anatomic structure and function . General and system- and financing of health care; the national’s health care workforce; SLP-589P Speech-Language Pathology Practicum IV Credit Hours: 3 specific concepts related to the causation and clinical presenta- major public health issues including acute and chronic disease This is an advanced clinical experience with clients/patients/ management; issues related to health care disparities, cultural SLP-611 Embryology and Genetics of the Auditory tions of pathology across the life span are discussed . Prototype students presenting with speech, language, cognitive-commu- competency and diversity; biomedical ethics; health policy; global System diseases are used to illustrate pathologic concepts . Credit nication, voice, motor-speech, and/or swallowing impairments . Hours: 2 health and future directions of the health care system . Credit After reviewing basic biology, this course presents basic patterns Students further develop evaluative, therapeutic, counseling, and Hours: 2 of biological inheritance and basic human genetics terminology . report-writing skills . Relationship of speech-language pathol- CHS-550 Research Methods in the Health Sciences Embryologic development of the auditory, vestibular, and craniofa- ogy to health care, education, and other professions is further This course provides an introduction to basic, clinical, and trans- cial systems is presented and related to auditory/speech/balance examined . Experience includes patients/clients/students across lational research methods . It emphasizes the development of Clinical Lab Management function following birth . Focus is on genetics and hearing loss . the life span and from diverse cultural back grounds, in a variety skills to enable the health science student to evaluate research Topics include gene therapy and hearing loss, syndromic and non- CLM-500 Principles of Laboratory Management of settings . Opportunities for continuous professional and inter- articles and participate in clinical research activities . Quantitative syndromic hearing loss, and consideration of pharmacogenomics . The rapidly changing laboratory environment is constantly professional education (IPE) and development to enhance team research designs, sampling techniques, measurement, and The importance of genetic counseling, family history and beliefs, responding to diverging trends in health care . This mandates the performance and outcomes are available . Credit Hours: 6 interpretation of common statistical findings are also reviewed . requirement for effective management . Laboratory managers will prevention, and ethical/legal issues are discussed . Credit Hours: 1 Principles of evidence-based practice are incorporated . Credit SLP-590P Speech-Language Practicum V need to create new solutions to today’s problems . This course is SLP-613 Acoustics and Psychoacoustics Hours: 2 This is an advanced supervised clinical experience with clients/ designed to provide a web-based learning approach to teaching This course describes the basic principles in acoustics regard- patients/students presenting with speech, language, cognitive- CHS-601 Introduction to Biostatistics the principles of laboratory management . The focus is to present ing sound production, measurement, analysis, and perception of communication, voice, motor-speech, and/or swallowing This course focuses on concepts and procedures for using underlying managerial concepts and then assist the learner in the sound . Psychoacoustic principles, theories of auditory perception, impairments . Practicum students further develop and formulate descriptive and inferential statistics . Differences between successful application of this information to real-life situations . and their relationship to normal hearing are presented . Credit evaluative, therapeutic, counseling, and report-writing skills and parametric and non-parametric statistical tests will be empha- Book chapters, Internet references and website resources permit Hours: 2 procedures for advanced practicum experiences . Relationship of sized . This course is predominantly an application-based course the learner to acquire advanced and current information in each

316 317 of the major topic areas . Learning units are organized to cover statements, and health care reimbursement . This course also CLM-509 Management Project II laboratory management, using cases, statutes, and regula- four major areas of management: basic principles and organiza- provides an overview of managerial financial concepts such as This course is the continuation of CLM-506 Management Project tions . Learning units are organized to cover an introduction to tional structure, human resources, finance, and operations . Credit the budget process to include forecasting, preparation of operat- I and involves completing the project identified in CLM-506 and the American legal system, health care system organization, Hours: 3 ing and capital budgets, and variance reports . The course will composing the final paper . The final manuscript should be of relationship between the patient and the laboratory, health also review the concepts of cost classifications, cost behavior, publishable quality for submission to the department and to a care information and privacy, civil tort liability of the laboratory, CLM-501 Evidence-Based Research and Applied break-even analysis, coding and reimbursement, along with other, clinical laboratory management-related journal chosen by the criminal liability and penalties, and protection of intellectual Statistics learner-driven concepts . The course utilizes web-based learning, student with the advice of the faculty . Credit Hours: 2 property . Topics are subject to change as new legal issues arise . Introduction to research methods within the context of health PowerPoint presentations, pre-recorded AVI video file presenta- Credit Hours: 3 care outcomes is the focus of this course . Emphasis on concep- tions, Panopto presentations, and assigned book chapters . Student CLM-510 Management Experience tual understanding of scientific reasoning, research design, data learning will be evaluated through online discussions, homework The clinical laboratory management experience is designed to CLM-558 Marketing and Negotiations collection methods, analysis, interpretation, and ethical standards assignments and exams administered through the online learning provide exposure to the skills necessary to perform successfully Vendor relations, contract negotiations, product cost analysis in research . Distance learning format . Credit Hours: 3 management system . Credit Hours: 3 in a laboratory management role . Current practice requires labo- and marketing strategies will be discussed . Students will have ratory managers to take decisive actions in areas of operational, the opportunity to become involved in actual contract nego- CLM-502 Quality Systems & Regulatory Issues CLM-506 Management Project I fiscal, and human resource management . This experience will tiations and marketing of laboratory services . Prerequisite: The complexity of operating a clinical laboratory requires an in This course represents the first step to complete a management provide students with training in the various practices of labora- Departmental permission . Credit Hours: variable depth knowledge of quality systems as well as knowledge of research project for the successful completion of the Master of tory management including planning, organizing, controlling, the regulatory requirements at both national and local levels . Science in Clinical Laboratory Management . The student estab- staffing, and evaluation . Special emphasis will be placed upon CLM-559 Issues in Pathology Laboratory managers will need to understand the principles of lishes a topic, performs a literature search and submits a formal laboratory operations, personnel administration, regulations, Work-flow analysis and clinical experience in an anatomical the quality system essentials (QSEs) and be able to implement proposal for their management research project . It is customary and operating budgets . The experience prepares the graduate pathology laboratory . This will include anatomical pathology, a quality management system (QMS) . This course is designed to for the student to consult their immediate administrator/supervisor student to assume the duties of a laboratory manager . This cytology and histology . Management issues unique to these provide a web-based learning approach to teaching laboratory to see if there is a project that would benefit the institution . The course is essential for all management professionals who pursue areas will be discussed and studied . Management and supervi- regulations and the principles of quality management . Credit student will choose a targeted journal and follow the guidelines in a career in health care management . Credit Hours: 4 sion issues unique to these areas will be examined . Prerequisite: Hours: 3 preparing their proposal established by the department . The project Departmental permission . Credit Hours: 4 approval form is submitted to the course director for final approval CLM-512 Organizational Behavior CLM-503 Method Comparison & Process Validation CLM-584 Health Care Finance from the department . Credit Hours: 2 The rapidly changing trends in health care and the laboratory This course is designed to prepare laboratory professionals to setting force organizations to respond to change for overall This course is designed to provide a broad introduction to the understand the principles and procedures used to verify manu- CLM-507 Issues & Practices in Human Resource survival . Organizational development is a collection of concepts concepts contained in health care finance . These concepts facturers’ claims of analytical performance for in vitro diagnostic Management that focuses on employees’ roles within organizations, and how include an introduction to basic accounting such as the account- products . Determining if total allowable error is exceeded will be This course will include an overview of the operational and to make working relationships function best . This course will ing equation, generally accepted accounting principles, financial emphasized . Topics include compliance with proficiency test- strategic role that human resource management plays in health provide the learner with the tools to effectively, economically, statements and health care reimbursement . The course utilizes ing requirements, validation of reference ranges, determination care institutions . Readings, case studies, Internet references, and and strategically make changes to improve their services . It will web-based learning, PowerPoint presentations, Camtasia pre- of decision cutoff points, and both quantitative and qualitative website resources will permit the learner to acquire advanced and explore the major trends and issues in organizational develop- sentations and assigned book chapters . Student learning will be method evaluation . Credit Hours: 3 current information in human resource management, recruitment ment as it applies to the laboratory . A web-based learning evaluated through online discussions, homework assignments and hiring, training and development, compensation and benefits, approach will be used to present the concepts . Book chapters, and exams administered through the online learning manage- CLM-504 Scientific & Technical Writing labor relations (both union and non-union), and health and safety . case studies, relevant articles, and website resources will provide ment system . Credit Hours: 4 This course is designed to develop your scientific and technical Credit Hours: 3 the learner with advanced and current information in each of writing . It emphasizes a systematic approach to enable you to CLM-589A Management Experience I the major topic areas . Topics in the course include leadership, produce a scientific paper in a well-presented, clear, concise style . This course represents the first step in a three-part process CLM-508 Health Care Informatics understanding employee motivation, developing effective work You will review basic writing skills and the effective use of library to complete a management practicum for the successful This course will include an overview of health care informatics . It teams, managing organizational change, intervention tech- resources to help you comprehend the flow of scientific informa- completion of the Master of Science in Clinical Laboratory is designed to provide a web-based learning approach to teaching niques, and conflict negotiation skills . Application of knowledge tion . This course will prepare you to write and submit a paper Management . The master’s management practicum is divided the principles of laboratory information systems management, and to real-life situations will be accomplished through case studies, to a journal of your choice . It should also help to prepare you to into three courses: CLM-589A, CLM-589B, and CLM 589C, the review processes for selection, installation, building test dic- discussion boards, and current event topics . Credit Hours: 3 write your final management research paper required for gradua- tionaries, validation, training and integration with electronic health corresponding to Management Experience I, II, and III . The pract- tion . Credit Hours: 3 records . Readings, articles from professional journals, Internet CLM-513 Legal Issues in Health Care icum introduces students to laboratory administration policy, references and website resources will permit the learner to acquire The rapidly changing legal environment of health care affects procedure and operations . Credit Hours: 2 CLM-505 Health Care Finance advanced and current information in each of the major topic areas . clinical laboratories . Laboratory managers must have a work- This course is designed to provide a broad introduction to the CLM-589B Management Experience II Credit Hours: 3 ing knowledge of the legal system and statutes, regulations, concepts contained in health care finance . These concepts A continuation of CLM-589A in which the student completes and case law that affects them . This course provides a web- include an introduction to basic accounting such as the account- additional management-related activities . Credit Hours: 2 based approach to learning the essential legal issues affecting ing equation, generally accepted accounting principles, financial

318 319 CLM-589C Management Experience III use of library scientific resources to help you comprehend the website resources will permit the learner to acquire advanced and by the department . The practicum part of the course continues to A continuation of CLM-589B in which the student completes flow of scientific information . This course will prepare you to write current information in human resource management, recruitment provide students with experiences related to laboratory adminis- additional management-related activities . Credit Hours: 2 and submit a paper to a journal of your choice . Credit Hours: 4 and hiring, training and development, compensation and benefits, tration policy, procedures and operations . Credit Hours: 2 labor relations (both union and nonunion), and health and safety . CLM-590 Principles of Laboratory Management CLM-594 Health Care Finance Credit Hours: 4 CLM-599C Master’s Project III (Management) The rapidly changing laboratory environment is constantly This course is designed to provide students with advanced This course is the continuation of the Master’s Project II and responding to diverging trends in health care . This mandates the knowledge in financial management . Successful managers CLM-598 Health Care Informatics practicum . This third course involves writing the final paper, requirement for effective management . Laboratory managers will must be able to analyze financial information such as budgets, This course is will include an overview of health care informatics . which should be of publishable quality, for submission to the need to create new solutions to today’s problems . This course is income statements and cash flows . Students will be introduced It is designed to provide a web-based learning approach to teach- department and a management journal chosen by the student . designed to provide a web-based learning approach to teaching to topics including financial accounting, budgets, capital equip- ing the principles of laboratory information systems management The practicum part of the course continues to provide students the principles of laboratory management . The focus is to present ment acquisition, billing and collection, reimbursement issues, and the review processes for selection, installation, building test with experiences related to laboratory administration policy, underlying managerial concepts and then assist the learner in contract negotiations and materials management . The content of dictionaries, validation, training and integration with electronic procedures and operations . Students are required to complete a the successful application of this information to real-life situa- this course builds on the information delivered in CLM-584 . This health records . Readings, articles from professional journals, management dossier . The dossier will include written documenta- tions . Book chapters, Internet references and website resources course employs a web-based learning approach for students to Internet references and website resources will permit the learner tion of participation in management activities . It is suggested permit the learner to acquire advanced and current information gather information through book chapters, PowerPoint presenta- to acquire advanced and current information in each of the major that the student keep a daily journal to document activities for in each of the major topic areas . Learning units are organized tions, additional readings and Internet resources . Knowledge will topic area . Credit Hours: 3 fulfillment of the management practicum . Credit Hours: 2 to cover four major areas of management: basic principles and be demonstrated through online discussions, homework assign- organizational structure, human resources, finance and opera- ments and online examinations . Credit Hours: 4 CLM-599A Master’s Project I (Management) tions . Credit Hours: 4 This course represents the first step in a three-part process to Clinical Research CLM-595 Method Comparison and Process Validation complete a management project and practicum for the success- CLM-591 Evidence-Based Research and Applied This course is designed to prepare laboratory professionals to ful completion of the Master of Science in Clinical Laboratory CRE-523 Readings in Clinical Research Statistics protect the public health by learning the techniques of validat- Management . The master’s management project/practicum is This course consists of seminars evaluating clinical research stud- Introduction to research methods within the context of health ing laboratory methods and processes . Federal government CLIA divided into three courses: CLM-599A, CLM-599B, and CLM-599C ies in the literature . Each seminar will evaluate a clinical study, its care outcomes . Emphasis on conceptual understanding of regulations (Clinical Laboratory Improvement Act) and CAP corresponding to Master’s Project I, II, and III (Management) . attributes and the methodological problems . Many of the studies scientific reasoning, research design, data collection methods, (College of American Pathologists) will be covered . Quality assur- Student projects are designed in various areas of the clinical discussed will have been undertaken by Rush clinical investiga- analysis, interpretation and ethical standards in research . Online ance (QA) rules and ways of managing QA will be discussed . The laboratories and focus on clinical testing, management and tors and one of the investigators will lead the discussion . Credit lecture material, textbook chapters and Internet references will course will focus on methodology validation: determination of supervision issues . The first course establishes the topic, and a Hours: 1 allow the learner to reach a high level of understanding and be accuracy in terms of verification of accuracy, reportable range and current literature search is performed and submitted to the course CRE-557 Clinical Trials I (Intro to Clinical Research) prepared to apply statistical knowledge in the laboratory with a evaluation of linearity . Determination of precision and reference director for final approval from the department . The second course Presents an overview of clinical trial design, including large focus on evidence-based research . Credit Hours: 4 range in terms of establishing or verifying a reference interval involves submitting a proposal, and the third course involves sub- will be presented . Determination of analytic sensitivity, method mitting the final paper, which should be of publishable quality for simple trials, randomized double-blind trials, crossover trials, CLM-592 Ethics comparison and medical decision points will be explained . Credit submission to a management journal . It is recommended that the parallel studies, enrichment studies, as well as other designs . Course examines the ethical issues in the contexts of clinical Hours: 4 student consult their immediate administrator/supervisor to see if Topics covered include formulation of the research question, laboratory science and the practice of management . Course there is a project that would benefit the institution . The practicum measurement of outcomes, studies in special populations, deter- provides solutions to ethical challenges that arise in the daily CLM-596 Quality Systems and Regulatory Issues part of the course introduces students to laboratory administra- mining sample size, techniques of randomization and blinding, activities of the clinical laboratory . Course will introduce the The complexity of operating a clinical laboratory requires an tion policy, procedure and operations . Credit Hours: 2 subject recruitment, observational studies and different types of students to the principles of health care ethics, codes of eth- in-depth knowledge of quality systems as well as knowledge of small randomized studies . The course addresses how studies are ics, and administrative practice including the decision-making the regulatory requirements at both national and local levels . CLM-599B Master’s Project II (Management) designed to answer specific research questions . Credit Hours: 2 process, allowing them to explore issues and raise questions . An Laboratory managers will need to understand the principles of This course is the continuation of the Master’s Project I and CRE-558 Clinical Trials II (Intro to Clinical Research) in-depth series of ethical issues and behaviors are presented and the quality system essentials (QSEs) and be able to implement practicum . This second course involves submitting a proposal for This course is a continuation of Clinical Trials I, covering genetic analyzed . Case studies and online discussions will include topics a quality management system (QMS) . This course is designed to a management project . The goal of completing a management data and the era of personalized medicine, assessing and report- of lab testing, quality control, risk management, recordkeeping, provide a web-based learning approach to teaching laboratory project is to prepare the students to become informed users ing of adverse events, assessment of quality of life, the function corporate compliance, research, inspections, employees and regulations and the principles of quality management . Credit of management literature and related research . Students will of Data and Safety Monitoring Board, techniques involved in the education . Credit Hours: 3 Hours: 4 conduct management projects in areas of specialization chosen by the student or in an area of general laboratory administration and study closeout, methods of reporting and interpreting clinical CLM-593 Scientific and Technical Writing CLM-597 Issues and Practices in Human Resource practice . It is customary for the student to consult their immedi- trials, economic analysis in clinical trials and the emerging field This course is designed to develop your scientific and technical Management ate administrator/supervisor to see if there is a project that would of comparative effectiveness research . The course also focuses on writing . It emphasizes a systematic approach to enable you to This course will include an overview of the operational and benefit the institution . The student will choose a targeted journal protocol applications of clinical trials design and data interpreta- produce a variety of scientific and technical communications in a strategic role that human resource management plays in health and follow the guidelines in preparing their proposal established tion . Prerequisite: CRE-557 . Credit Hours: 2 well-presented, clear, concise style . You will review the effective care institutions . Readings, case studies, Internet references and

320 321 CRE-559 Readings in Special Populations student’s performance at the conclusion of the elective . Students vulnerability analysis . Fundamental disaster medicine concepts EMD-830 Medical Toxicology/Poison Control must submit a proposal to the Office of Clinical Curriculum for regarding chemical, biological, radiological, nuclear, explosive This course consists of seminars evaluating clinical research The clinical toxicology elective will introduce the student to approval at least eight weeks before the rotation and must have (CBRNE) injuries, in addition to natural disasters and psycho- studies in the literature . Each seminar will evaluate a clinical the nature and scope of poisoning . The Illinois Poison Center written approval from the director of clinical curriculum before behavioral implications of such events, will also be completed study, its attributes and the methodological problems . Many of (IPC) receives all calls regarding poisonings in the entire state beginning the rotation . Research rotations are scheduled for online . Each module will be followed by a short quiz to test com- the studies discussed will have been undertaken by Rush clinical of Illinois and handles 90,000 - 100,000 calls per year from a minimum of four weeks of credit with the expectation that prehension . There are daily questions to be individually completed investigators and one of the investigators will lead the discus- individuals and health care facilities . The goal for the medical the full project will extend beyond the formal course duration . and two weekly group projects (all students collaborate on one sion . Credit Hours: 1 student in the toxicology elective is to develop a basic under- Elective answer) to be completed in the forums . A final exam including a standing of acute poisonings . The student will become knowl- specific disaster scenario (presented online) will also be adminis- CRE-597 Thesis Research edgeable about the role of the IPC and medical toxicologists in For a students in the Master of Science in Clinical Research tered . Upon completion of this rotation, the student will be able public health, managing poisoned patients, and the interface program to undertake thesis research . Participation requires a Emergency Medicine to: with the public and health care facilities . Morning activities will be with the Toxikon Consortium: research mentor . Credit Hours: variable EMD-EXM Core Clerkship: Emergency Medicine - Exam 1 . Describe the fundamental concepts of Hospital Incident Remediation Command System (HICS) Mondays: Journal Club/Didactic Teaching Rounds Remediation of EMD-703 Core Clerkship: Emergency Medicine Dermatology 2 . Differentiate the various categories underlying triage in disas- Tuesday: Didactic Teaching Rounds through exam retake only . ter situations Wednesday: Fellow Conference, student & resident DRM-7EI Dermatology EMD-REM Core Clerkship: Emergency Medicine - 3 . Apply the concepts of Hazard Vulnerability Analysis presentations Individualized elective . Students may receive credit for an Clinical Weeks Remediation individually arranged elective with a Rush faculty member . In 4 . Describe the essential elements behind chemical, biological, Thursday: Didactic Teaching Rounds and lectures Remediation of EMD-703 Core Clerkship: Emergency Medicine order to receive credit for such a rotation, the person to whom radiological, nuclear, explosive (CBRNE) and natural disasters through clinical weeks only . Friday: Didactic Teaching Rounds; student and resident the student will be responsible must write a letter stating the 5 . Explain the essential psycho-behavioral implications of presentations student’s activities, responsibilities, amount of supervision, and EMD-703 Core Clerkship: Emergency Medicine disasters There is opportunity to become involved in clinical research for specific dates of the rotation . The sponsoring faculty member Students will be primarily responsible for the clinical manage- For additional information, please visit www DMclerkship. .org . the truly motivated student . The student will spend one week of must complete an evaluation of the student’s performance at ment and documentation of patients . This will include perform- Elective . afternoons or evenings at the Illinois Poison Center, participating the conclusion of the elective . Students must submit a proposal ing initial, and any subsequent, assessments, ordering and to the Office of Clinical Curriculum for approval at least eight in Poison Center calls and educational activities under the direc- interpreting any diagnostic workup, and discussing the case EMD-722 Pediatric Emergency Medicine weeks before the rotation and must have written approval tion of the Illinois Poison Center staff . Elective . with any consultants or admitting teams . Emphasis is placed on Four 10-hour shifts per week are spent evaluating patients in from the assistant dean of clinical education before beginning the student learning how to perform a focused evaluation of an the Emergency Room under the supervision of an attending EMD-831 Emergency Ultrasound the rotation . Students may receive four weeks of credit for an undifferentiated patient, particularly the formation of a dif- physician . Evening and weekend shifts are included . The student This elective will provide M4 students with an introduction to individually arranged elective . Credit for a maximum of only ferential diagnosis and strengthening clinical decision making . is required to attend teaching conferences in the Emergency emergency ultrasound as well as an inside look into emergency one individually arranged elective will count toward graduation Required in M4 year . Credit Hours: 4 Department and to present an informal lecture on a pediatric medicine . Students will be evaluated across core competen- requirements . Elective emergency medicine topic . Elective . cies based on interactions with patients, total number of scans, EMD-716 Emergency Medicine DRM-716 Dermatology accuracy and participate in didactics, journal clubs, image review Students will evaluate adult and pediatric patients in the EMD-781 Research in Emergency Medicine Dermatologic disorders are studied under the direct supervision sessions and research meetings . Students will determine when Emergency Room under the supervision of an attending physi- Students may arrange research rotations individually with faculty of the departmental faculty and dermatology residents; diseases an emergency ultrasound exam is indicated, discuss the exami- cian . Fourteen eight-hour shifts are required over the four-week at Rush . In order to receive credit for such a rotation, the person are considered from the standpoint of etiology, pathogenesis, nation with the patients and obtain informed consent, obtain block . There will be at least two weekend shifts, two night shifts, to whom the student will be responsible must write a letter diagnosis, natural course, and treatment . Clinical and histopath- ultrasound images, interpret ultrasound images and work with and two evening shifts (actual scheduling will take place at ori- describing the student’s activities, responsibilities, amount of ologic correlations are emphasized . Therapeutics stress underly- primary clinical staff to integrate ultrasound findings into patient entation) . Grading is based on clinical performance, participation supervision, and the specific dates of the rotation . Credit toward ing pathophysiology . There is a written final examination based management . Elective . in didactic sessions, a presentation at the end of the rotation, graduation is granted assuming that the research project is on assigned reading . Elective and an oral exam . This clerkship is intended for M4 students ongoing throughout the academic year . Students must submit only . M3 students who have completed all core clerkships may DRM-781 Research in Dermatology a proposal to the Office of Clinical Curriculum for approval at Family Medicine also enroll . Elective Students may arrange research rotations individually with least eight weeks before the rotation and must have written approval from the director of clinical curriculum before beginning FAM-7EI Family Medicine Individualized Elective faculty at Rush . In order to receive credit for such a rotation, the EMD-717 Disaster Medicine person to whom the student will be responsible must write a the rotation . Research rotations are scheduled for a minimum of Students may receive credit for an individually arranged elec- All activities will be conducted online through the use of four weeks of credit with the expectation that the full project will tive with a Rush faculty member . In order to receive credit letter describing the student’s activities, responsibilities, amount web-based study modules and discussion forums . Students of supervision, and the specific dates of the rotation . The extend beyond the formal course duration . Elective . for such a rotation, the person to whom the student will be will be exposed to the concepts of managing a disaster scene responsible must write a letter stating the student’s activities, sponsoring faculty member must complete an evaluation of the (triage, incident command structure) and performing a hazard

322 323 responsibilities, amount of supervision, and specific dates of medical issues pertinent to athletes in a multidisciplinary setting . written approval from the Office of Clinical Curriculum before electrophoresis, genomics, PCR, tissue culture, cell-sorting tech- the rotation . The sponsoring faculty member must complete an Emphasis will be placed on the diagnosis and treatment of beginning the rotation . Research rotations are scheduled for niques, ELISA, chromatography/LC mass spectrometry, evaluation of the student’s performance at the conclusion of musculoskeletal problems common to athletes . In the context a minimum of four weeks of credit with the expectation that imaging techniques, histocytochemistry and microscopy . Credit the elective . Students must submit a proposal to the Office of of sports medicine, the student will get exposure and improve the full project will extend beyond the formal course duration . Hours: 1 Clinical Curriculum for approval at least eight weeks before the proficiency in musculoskeletal physical examination, imaging Elective . rotation and must have written approval from the assistant dean (such as plain films, MRIs, and bone scans); biomechanics; physi- GCC-506 Research Ethics of clinical curriculum before beginning the rotation . Students cal therapy, physiology and metabolism; nutrition; and sports The major issues of honesty and fairness as practiced in the may receive four weeks of credit for an individually arranged psychology . In addition to the clinical issues, the philosophy of Graduate College Core scholarly pursuit of new knowledge will be reviewed . Topics elective . Credit for a maximum of only one individually arranged primary care sports medicine will be explored, and the aspects include equal opportunity and nondiscrimination, abusive GCC-XXX* Track-Specific Cognates elective will count toward graduation requirements . Elective . of prevention in sports medicine will be highlighted . Depending relationships, student-faculty relationships, responsibilities of on students’ interest and the availability of the attendings, this These courses help meet track-specific requirements . Credit students, faculty, chairpersons and administrators, honesty in FAM-705 Family Medicine Leadership course may be taken either at Midwest Orthopaedics at Rush Hours: 2 - 4 writing, authorship and ownership of data . Credit Hours: 1 The Family Medicine Leadership Track (FMLT) will be designed (1725 W . Harrison St .) or at Midwest Orthopaedic Consultants, GCC-501 Molecular Biology: Genome to Proteome GCC-507 Biomedical Statistics as a four-year, longitudinal curriculum designed to help meet Inc ,. in Orland Park . Students must make arrangements for this DNA structure, replication, recombination, cloning, sequencing This is an introduction to study design and hypothesis testing . the health needs of the population by training a select group clerkship with the course director . Elective . of primary care focused medical students to become family and related topics will be covered . This course will continue Topics include data definition, study design, probability theory, medicine providers, mentors and leaders . The curriculum will FAM-741 Urban Primary Care with organization of the human genome, the cell cycle, genetic confidence intervals, hypothesis testing and the techniques used emphasize patient-centered, community-based, interdisciplinary An advanced preceptorship with three family physicians in an mapping and relationships between genes and diseases . in modern biostatistics . Credit Hours: 2 and experiential learning, with leadership development through- urban practice . Students are expected to initiate and complete a Transcriptional and translational regulations will be included . GCC-508 Writing Practicum out the full four years of the undergraduate medical education . research or quality improvement project focusing on preventive Credit Hours: 2 This is a hands-on writing course that focuses on the require- Students will be assigned to outpatient practices that will serve health services or the enhancement of access to medical care for GCC-502 Cellular Biochemistry: Proteins, Transport and ments for abstract, manuscript and grant application writing . as their longitudinal “home base” for their entire medical school minority communities . Elective . Signaling Topics include abstract writing, manuscript writing and grant experience . They will be supervised by family medicine faculty Concepts of cellular biochemistry, which underlie the structure, writing . Each topic is covered in several subcomponents . Credit mentors and become an integral part of the community-based FAM-745 Private Practice Preceptorship organization and communication of cells, will be presented . Hours: 2 care team, gaining an appreciation for continuity of care by A preceptorship with an experienced family physician, both at Protein, carbohydrate and lipid structure and function in cellular following their own panel of patients over time, observing the the office and in the hospital . The student will work in all areas organization will be covered . Special emphasis will be placed on GCC-510 Introduction to Pharmacology course of illness and recovery . The students will also participate of a busy physician’s practice . Multiple sites in Chicago and the roles of enzymes, signaling systems, receptors and mem- This is a comprehensive course containing topics that are central in extracurricular activities and learning activities that emphasize suburbs are available . Elective . brane transport systems in cell function . This section will also to medical pharmacology . This course will extend throughout one the patient-centered medical home, promote community service FAM-761 Principles/Practice of Wound Care overview neurons, synapses and neurotransmitters . Credit semester as GCC-510 and will cover all major topics in pharma- and engage in scholarly pursuits, requiring independent study The wound care elective is designed to introduce the student Hours: 2 cology supported by the related physiology . Credit Hours: 3 and self-directed learning, allowing for significant personal and to the multidisciplinary approach used in the management of professional growth . Elective . GCC-503 Functional Cell Biology GCC-511 Readings in Molecular Biology chronic wounds, including the evaluation and treatment of these The major concepts of cell structure and function will be cov- Journal Club course that covers topics related to GCC-501 . Credit FAM-710 Subinternship: Family Medicine wounds in the context of underlying complex medical conditions ered . Topics include tissue origin and organization, extracellular Hours: 1 An intensive inpatient primary care experience at Rush Copley (such as diabetes mellitus, renal failure, osteomyelitis, arterial matrix, cytoskeleton, cell-cell adhesion, organelles and com- or Stroger/Provident (500 E . 51st St ., Chicago, IL 60615) . The insufficiency, spinal cord injuries, peripheral vascular insuffi- partments, endocytosis, exocytosis, metabolic requirements for GCC-512 Readings in Cellular Biochemistry subintern will function in a capacity similar to an intern, with ciency, and resistant infections) . Students will be introduced to signal transduction, cell motility and regulation of cell prolifera- Journal Club course that covers topics related to GCC-502 . Credit supervision by a senior family medicine resident and faculty new developments in the field of wound care (platelet derived tion . Credit Hours: 1 Hours: 1 physician . Required in M4 year . Credit Hours: 4 GF, skin grafting, vacuum assisted closure, compression pumps/ wraps, etc .) . Students will have the opportunity to participate in GCC-504 Functional Tissue Biology GCC-513 Readings in Functional Cell Biology FAM-725 Alcoholism/Chemical Dependency Unit continuity of care and observe the wound healing . Elective . The biochemical and cellular basis for tissue structure and Journal Club course that covers topics related to GCC-503 . Credit During this two- to four-week clerkship, students develop skills function will be covered . Topics include systems histology and Hours: 1 in interviewing and managing alcoholic and other chemically FAM-781 Research in Family Medicine anatomy, immunity, tissue injury and repair/regeneration, regula- dependent patients . A longitudinal interdisciplinary experience is Students may arrange research rotations individually with GCC-514 Readings in Functional Tissue Biology tion of cell-cell adhesion, apoptosis, endocrinology, pharmacol- stressed, emphasizing detoxification, rehabilitation, and outpa- faculty at Rush . In order to receive credit for such a rotation, the Journal Club course that covers topics related to GCC-504 . Credit ogy and toxicology . Credit Hours: 2 tient treatment . Elective . person to whom the student will be responsible must write a Hours: 1 letter describing the student’s activities, responsibilities, amount GCC-505 Techniques in Biomedical Sciences FAM-735 Primary Care Sports Medicine of supervision, and the specific dates of the rotation . Students This laboratory course will provide a didactic overview and a The focus of this elective will be on outpatient management must submit a proposal to the Office of Clinical Curriculum for demonstration of certain laboratory techniques . Topics include of acute and chronic sports and exercise-related injuries and approval at least eight weeks before the rotation and must have

324 325 GCC-521 Introduction to Physiology and Pharmacology characteristics of the normal and binomial distributions . One- and GCC-598 Pre-Dissertation Research* through gross anatomic aspects including central, peripheral II two-sample inference and hypothesis testing for proportions, Laboratory research in an area that will form the basis of a dis- and autonomic portions of the system . The course includes a The PHA-520 and 521 course series integrates physiology and means and medians, one-way analysis of variance and simple sertation proposal or master’s thesis . Credit Hours: 1 - 9 series of clinical correlation lectures designed to support and pharmacology to establish an understanding of drug actions linear regression including diagnostics based on residuals and augment the basic science content . Beyond an understanding as they relate to human organ system function . Topics include confidence intervals for regression coefficients are covered . GCC-599 Thesis Research for Integrated Biomedical of the normal structure and function of these systems, students cellular function, immunity and infection, synapse, nerve, muscle, Hypotheses testing for cross-classified data are also discussed . Sciences will study the development and growth of these components as heart and circulation, kidney, respiration, gastrointestinal and Credit Hours: 2 This course provides credit for the research that forms the basis well as the changes noted in maturation and ageing processes urinary function, autonomic nervous system, central nervous for scientific presentation, possible publications and ultimately within these systems . Control mechanisms will be considered system, hormones and homeostasis and coagulation . The course GCC-547 Principles of Biostatistics II the master’s thesis . The student performs the research in the as the study during this course moves into the specific clinical sequence runs fall and spring . Credit Hours: 3 Covers multifactor analysis of variance, multiple regression, mentor or advisor’s laboratory and is involved with proposing, scenarios . The basic knowledge of the structure and function logistic regression including Hosmer-Lemeshow goodness-of-fit planning and executing the master’s research . The mentor and of the components of the nervous system will then be applied GCC-529 Introduction to the Laboratory and receiver-operating curves . Survival analysis including log the thesis committee assess the research and evaluate student to the abnormal functions that are the basis for disorders and This course will introduce students to the laboratories and share rank tests, Kaplan-Meier curves and Cox regression are covered . progress in research, research collaboration and the scientific diseases of this system . Individual learning objectives for each a deeper look into the research opportunities available at Rush . Additionally, statistical software packages such as SAS or SPSS communication of research . Registration requires approval of lecture as well as for the lab and small group sessions are Credit Hours: 1 - 9 are discussed . Credit Hours: 2 a mentor by the director of the Integrated Biomedical Sciences contained within the educational materials for these sessions . Program . Credit Hours: 1 - 9 Credit Hours: 2 GCC-530 Laboratory Rotations I* GCC-548 Bioinformatics Hands-on experience in a laboratory to provide the student with This course presents introductory material on methods and proce- GCC-620 Introduction to Teaching GCC-651 Advanced Neuropharmacology/ an understanding of laboratory interests and learn research pro- dure of bioinformatics and how it may be helpful in undertaking This course builds crucial educational skills that PhD gradu- Neurophysiology tocols . Repeatable for exposure in different labs . Credit Hours: clinical trials . Credit Hours: 1 ates will need to function as teachers in academia . Designed This course will teach students how to think about brain func- 1 to 9 as a mentored experience for PhD candidates, the course will tion and therapeutics . Credit Hours: 2 GCC-551 Ethics in Biomedical Research and the IRB offer theoretical and practical experience in graduate teaching . GCC-531 Topics in Biomedical Integration I This course covers the role of the Institutional Review Board in Individually designed series of practicum units will be arranged GCC-694 Advanced Topic Seminar (Translational Cancer Seminar and hands-on course to demonstrate the skills needed clinical research . The course includes didactic lectures on the for each student, which will best support student interests and Track) to approach diseases from the molecular, cellular and organ requirements of informed consent, regulatory processes, intel- learning needs to build a teaching portfolio . Over the span This course is an advanced topic seminar course for PhD stu- system levels . Credit Hours: 1 lectual property, the role of the office of research integrity as well of three to four quarters, students will enroll in one to three dents focused on translational cancer research . Some seminar as a required participation on IRB review panels at the University . credit hours based on prior teaching experiences and recom- dates will be combined with others in the GCC-694 - 698 series GCC-532 Topics in Biomedical Integration II Credit Hours: 2 mendations from the course director and from their advisors . All when seminar integrates biomedical science research topics . Comprehensive exam project . Student demonstrates proficiency quarters, P/N grading . Credit Hours: variable PhD in Integrated Biomedical Sciences seminar . Online (75% or GCC-552 Introduction to the Regulatory Process: Drug in approaching a disease from the molecular, cellular and organ greater) . Required . P/NP . Credit Hours: 1 system levels . Utilizing all course work from the first year . Credit Discovery and Development GCC-621 Vascular Biology Hours: 1 - 4 Lecture covers the process of drug and device discovery, the IND This course is designed to explore modern concepts of vascular GCC-694 - 698 Advanced Topic Seminar (Track-Specific or IDE process, preclinical research, clinical research process for biology and human vascular diseases, and will introduce and Cognates) GCC-533 Laboratory Rotations II drug and device studies, dew drug application, international drug discuss current basic and clinical advances in the field . Vascular These courses are advanced topic seminar courses for PhD Hands-on experience in a laboratory to provide the student with development guidelines, IRB in drug research, device develop- diseases are the leading cause of death and disability, with more students with track-specific cognates . Some seminar dates will an understanding of laboratory interests and learn research ment, reporting adverse drug reactions, the use of biologic mark- than 17 million deaths worldwide . The course will emphasize be combined with others in the GCC-694 - 698 series when the protocols . Repeatable for exposure in different labs . Credit ers in trials, drug metabolism, genetics in drug development and molecular aspects of vascular biology, physiopathological pro- seminar integrates biomedical science research topics . Credit Hours: 1 - 9 orphan drug development, as well as PK/PD modeling in drug cesses, and the development of advanced therapeutic technol- Hours: 1 development . Credit Hours: 2 GCC-534 Laboratory Rotations III* ogy in vascular disease . The focus on current research directions will provide excellent opportunities for students interested in GCC-695 Advanced Topic Seminar (Cardio/Respiratory Hands-on experience in a laboratory to provide the student with GCC-593 Introduction to Grantsmanship vascular biology as they plan their own research careers . Credit Biology Track) an understanding of laboratory interests and learn research This course is designed to provide the practical aspects of a grant Hours: 2 This course is an advanced topics seminar course for PhD protocols . Repeatable for exposure in different labs . Credit proposal submission . In addition to covering basic writing skills, students focused on the biology, function and disorders of the Hours: 1 - 9 the course addresses specific elements that should be included in GCC-650 Neuroscience for Basic and Clinical cardiovascular and respiratory systems . Some seminar dates each of the various sections of federal grants, foundation applica- GCC-546 Principles of Biostatistics I Applications will be combined with others in the GCC-694 - 698 series tions and biotech contracts . In addition, it talks about ways of when seminar integrates biomedical science research topics . Covers statistical issues in clinical trial design . This includes This course is a survey of the nervous system integrating infor- identifying sources for funding, a survey of the NIH landscape PhD in Integrated Biomedical Sciences seminar . Online (75% or blinding, randomization, bias and intent to treat . Use of descrip- mation and topics from the disciplines of anatomy, histology, and how to prepare budgets . The online submission process is neurobiology and neurology . The course integrates the structure, greater) . Required . P/NP . Credit Hours: 1 tive statistics and graphical techniques to explore patterns in also reviewed . Credit Hours: 1 data . A review of the basic properties of probability and the function and organization of nervous tissue from the cellular

326 327 GCC-696 Advanced Topic Seminar (Immunity, Infection NSG-699 Dissertation Research Health Sciences HSC-311 Medical Physiology and Inflammation Track) Dissertation research . Must equal a minimum of 12 hours total, This course is designed to provide students with a comprehen- HSC-301 Introduction to the Health Professions This course is an advanced topic seminar course for PhD students taken 3 or 4 hours per term . Credit Hours: 12 sive understanding of human physiologic function, regulation, focused on immunity, infection and inflammation research . Some This course will introduce the student to the broad array of and integration as a basis for understanding the complex inter- seminar dates will be combined with others in the GCC-694 - health occupations and professions that are essential to the action of specific body systems and their relationship to disease . 698 series when seminar integrates biomedical science research Religion, Health and Human Values provision of health care . Nursing, medicine and allied health will Prerequisite: Departmental permission . Credit Hours: 5 topics . PhD in Integrated Biomedical Sciences seminar . Online be reviewed, and the role, function, education, licensure and HHV-504 Ethics in Health Care: Interdisciplinary (75% or greater) . Required . P/NP . Credit Hours: 1 scope of practice of the various health professions will be dis- HSC-312 Clinical Immunology Perspectives cussed . Core interprofessional health care competencies will be An introduction to the basic concepts and terminology of GCC-697 Advanced Topic Seminar (Musculoskeletal This interdisciplinary course will introduce students to founda- reviewed . Prerequisite: Departmental permission . Credit Hours: 4 immunity including development, structure and function of the Track) tional theories of health care ethics, ethical decision-making lymphoid systems; the basis of antigenicity; antibody structure; This course is an advanced topics seminar course for PhD stu- frameworks, legal and professional standards in health care HSC-302 Anatomy (With Laboratory) methods of detection and measurement; mechanism of cellular dents focused on function and disorders of the musculoskeletal ethics, institutional and interprofessional ethical constraints, and This human anatomy course will provide students with a immunity; white cell function; hypersensitivity reactions; the system . Some seminar dates will be combined with others in the major ethical issues facing health care professionals . Students thorough understanding of functional and applied human complement system; and mechanisms of immune suppression GCC 694-698 series when seminar integrates biomedical science will have the opportunity for case analysis and discussion with anatomy . Lectures, anatomic models, and cadaver dissection and tolerance . Topics include the immune response and the research topics . PhD in Integrated Biomedical Sciences seminar . students from other professions with which they will someday will be utilized in teaching this course . The structure and func- laboratory testing related to measuring the immune response . Online (75% or greater) . Required . P/NP . Credit Hours: 1 be practicing . Course content will include lecture, online content, tion of the human body are examined topographically through The pathogenesis and laboratory diagnosis of immunological case analysis, and discussion . Credit Hours: 2 laboratory dissection, lectures, and preceptorials . Prerequisite: disorders such as hypersensitivities, immune deficiencies, and GCC-698 Advanced Topic Seminar (Neuro Track) Departmental permission . Credit Hours: 5 autoimmunity will be discussed . Prerequisite: Departmental This course is an advanced topic seminar course for PhD students HHV-711 Medical Ethics permission . Credit Hours: 4 focused on function and disorders of the nervous system . Some Collaborating with at least one clinical ethicist, M4 students HSC-303 Professional Writing seminar dates will be combined with others in the GCC-694 - study questions and topics that have captured their attention This course is designed to develop scientific and technical HSC-313 Health Care Ethics 698 series when seminar integrates biomedical science research during previous clinical study . In this process, they can explore writing by providing students with the foundations of gram- This course focuses on the basic foundational theories of ethics topics . PhD in Integrated Biomedical Sciences seminar . Online their own moral reasoning and enhance their ability to conduct matical scrutiny necessary to provide quality communication and practical application of principles of medical and research (75% or greater) . Required . P/NP . Credit Hours: 1 moral analysis of clinical medicine . Students may attend clinical practices and the tools to become proficient at writing profes- ethics . Health Care Ethics explores moral values and judgments events that pertain to their question, read contemporary or sional goals and objectives, as well as clinical and scientific as they apply to medicine and ethical principles associated GCC-699 Dissertation Research classical ethics literature, review medical research for ethics reports . It will also familiarize students with the investigative with research . It also elaborates on the ethical decision-making This course provides credit for the research that forms the embedded in evidence-based practice, consult with members processes involved in syntax analyses and proofreading clinical framework, and ethical principles that govern the practice of basis for scientific presentation, publications and ultimately the of the faculty of medicine, shadow an ethics consultation or be and scientific reports . It emphasizes a systematic approach that medicine . Prerequisite: Departmental permission . Credit Hours: 3 doctoral dissertation . The student performs the research in the involved in other activities that advance their inquiry . Offered in enables students to produce a variety of scientific and technical mentor/advisor’s laboratory and is involved with proposing, fall, winter, spring, summer (times may have to be negotiated) . communications in a well-presented, clear and concise style . HSC-314 Health Care in America planning, and executing the dissertation research . The mentor Elective . Credit Hours: NA Prerequisite: Departmental permission . Credit Hours: 3 Health Care in America is designed to inform students of the and the dissertation committee assess the research and evalu- present structure and design of the health care system . This ate student progress in research, research collaboration and the REL-7EI Religion/Health Individualized Elective HSC-304 Laboratory Fundamentals course discusses the organization and delivery of health services, scientific communication of research . The course spans several Students may receive credit for an individually arranged elective Comprehensive instruction in laboratory mathematics, laboratory the economics and financing of health care, the nation’s health terms until the dissertation committee approves the dissertation . with a Rush faculty members . In order to receive credit for such techniques, quality control, regulatory issues and safety . Medical care workforce, and access to and quality of health services . The Registration requires completion of the first-year courses and a rotation, the person to whom the student will be responsible terminology is included as an online component . Prerequisite: course explores topics that address current issues in America’s approval of a mentor by the program director of the Integrated must write a letter stating the student’s activities, responsibili- Departmental permission . Credit Hours: 4 health care system . The student will understand what is prompt- Biomedical Sciences Program . Laboratory/Web component . ties, amount of supervision, and specific dates of the rotation . ing reform and the significant changes in health care reform HSC-305 Principles of Biochemistry Credit Hours: 1 - 9 The sponsoring faculty member must complete an evaluation legislation . Prerequisite: Departmental permission . Credit of the student’s performance at the conclusion of the elec- This course will analyze of the structure, properties, func- Hours: 3 GCC-711 Advanced Readings in Molecular Biology tive . Students must submit a proposal to the Office of Clinical tions, and metabolism of carbohydrates, lipids, and proteins . Readings course that covers literature central to the topics of Curriculum for approval at least eight weeks before the rotation The laboratory teaches basic biochemical techniques such as HSC-321 Hematology GCC-501 and the application to the disease processes . Credit and must have written approval from the assistant dean of centrifugation, electrophoresis, biomolecular modeling, and This course is designed to introduce basic hematologic concepts Hours: 1 clinical curriculum before beginning the rotation . Students may bioinformatics . Students will also learn to extract, isolate and and introduce concepts in coagulation and hemostasis as well receive four weeks of credit for an individually arranged elective . characterize a single protein . This course is designed for students as urinalysis and analysis of the various body fluids . Topics GCC-712 Advanced Readings in Cellular Biochemistry Credit for a maximum of only one individually arranged elective in the medical technology, food science, chemistry and pre-pro- include venipuncture, complete blood counts (CBCs), hemo- Readings course that covers literature central to the topics of will count toward graduation requirements . Elective . fessional health majors . Writing assignments, as appropriate to poietic theory, erythrocyte metabolism, hemoglobin synthesis, GCC-502 and the application to the disease processes . Credit the discipline, are part of the course . Prerequisite: Departmental erythrocyte dyscrasias, FAB classifications of leukemias and leu- Hours: 1 permission . Credit Hours: 4 kocyte dyscrasias of various etiologies . Included is the analysis of

328 329 various body fluids with emphasis on the theory and practice of of clinically important bacteria and procedures used in the aspects related to the use of computerized technology and toxicology, antibiotics and cancer chemotherapeutic agents will clinical procedures . Component topics will include the analyses identification of bacteria isolates, including the gram stain and information systems in the delivery of health care . Prerequisite: be discussed . Pharmacotherapeutics for common acute and of urine, cerebral spinal fluid, synovial fluid, pleural fluid, perito- various biochemical assays, will be discussed . These activities are Departmental permission . Credit Hours: 4 chronic health conditions are described . Medications used for neal fluid, pericardial fluid, feces, semen, and the differentiation then applied to the identification of unknown bacterial isolates the diagnosis and treatment of a variety of physical and psychi- of transudates and exudates . Prerequisite: Departmental permis- found in patient specimens . Prerequisite: Departmental permis- HSC-404 Nutrition atric disorders and will be reviewed . Prerequisite: HSC-304 or sion . Credit Hours: 4 sion . Credit Hours: 5 Principles of human nutrition and metabolism as well as HSC-305 and departmental permission . Credit Hours: 4 nutritional planning for the maintenance of health and wellness HSC-322 Clinical Chemistry HSC-332 Introduction to Research across the life span (infant, childhood, adolescent, adulthood, HSC-421 Practicum Biochemistry, analysis and application of clinically significant This course introduces students to methods of scientific research and later) are explored . The course will elaborate on the role The practicum builds upon the theoretical knowledge and chemical substances . Covers non-protein nitrogens, lipids, to include review of literature, research designs, sampling of nutrients in the body and how they affect function in the techniques introduced during didactic courses in the first year . cardiac markers, liver enzymes, renal function hemoglobin deg- techniques, measurement, and related issues . Research articles normal human as well as those with a chronic disease process . Students will complete practicum experiences of their choice (as radation products, electrolytes, pH and blood gases, pharmaco- that exemplify various research designs, presentation of results, The methods and equipment used to provide nutritional analysis available) in a health profession for which they plan to enter kinetics, therapeutic drug monitoring, vitamins, endocrinology, and conclusions will be reviewed and discussed to enable to the will be discussed and demonstrated . Prerequisite: Departmental graduate school . Offerings may include nursing, medicine, and toxicology, and fetal/maternal testing . Included is the correlation student to grade the quality and level of evidence associated permission . Credit Hours: 3 various allied health fields . Students will shadow the health of data for selected disease states . Prerequisite: HSC-304 or with published research . Prerequisite: Departmental permission . care providers as they conduct their day-to-day work . Student HSC-305 and departmental permission . Credit Hours: 4 Credit Hours: 5 HSC-411 Molecular Diagnostics rotations will generally be two days per week . Prerequisite: The molecular biology course consists of an introduction to the Departmental permission . Credit Hours: variable HSC-323 Health Care Disparities HSC-333 Epidemiology principles, methodologies and applications of molecular biologi- Students will examine aspects of the health care system related This course introduces students to the principles and practices cal procedures used in the clinical laboratories . Emphasis is HSC-421P Practicum to health risk, access, outcomes and cost and associated health of epidemiology and provides them with a population-based placed on the molecular biological procedures used in the iden- The practicum builds upon the theoretical knowledge and care disparities . Causes of poor health access and adverse perspective on health and disease . Students learn basic mea- tification of infectious agents that cause human disease and in techniques introduced during didactic courses in the first year . health outcomes will be discussed, as well as issues related surements of frequency and association, and methods employed the detection of mutations resulting in neoplasm or congenital Students will complete practicum experiences of their choice (as to cultural competency . This course explores the complexities in describing, monitoring and studying health and disease in disorders . Prerequisite: Departmental permission . Credit Hours: 4 available) in a health profession for which they plan to enter and dimensions of health and illness through diverse cultural populations . Students will gain a working knowledge of key graduate school . Offerings may include nursing, medicine, and perspectives . Social and historical factors that may be involved concepts in epidemiology and biostatistics, and an understand- HSC-412 Patient Assessment various allied health fields . Students will shadow the health will be reviewed, as well as possible solutions to ensure access ing of key aspects associated with introducing strategic initia- General and system-specific concepts related to the causation care providers as they conduct their day-to-day work . Student to cost-effective, quality health care . Prerequisite: Departmental tives . Prerequisite: Departmental permission . Credit Hours: 4 and clinical presentations of pathology across the life span are rotations will generally be two days per week . Prerequisite: permission . Credit Hours: 4 discussed . Prototype diseases are used to illustrate pathologic Departmental permission . Credit Hours: variable HSC-401 Mycology, Parasitology and Virology concepts . Use of medical interviews, physical examinations, HSC-324 Biostatistics This course provides clinical background in mycology, parasitol- and interpretation of examination findings will be introduced . HSC-422 Capstone Project This course will focus on concepts and procedures for descrip- ogy, and virology . Emphasis is on the disease involved and on Instruction on the components of the health history (chief A meaningful project related to the health sciences will be tive and inferential statistics for continuous and discrete data diagnostic procedures used in the laboratory . Identification, complaint, present illness, past history, family history, personal designed, implement and completed by the student under the and data analysis using parametric and nonparametric statistical specimen collection and processing of medically important and social history, review of symptoms) is provided . Physical direction of a faculty member . Prerequisite: Departmental per- procedures . Computerized statistical programs, such as SPSS, viruses, fungi and parasites will be discussed . Prerequisite: HSC- examination including the general survey of the patient, vital mission . Credit Hours: 5 will be used . Prerequisite: Departmental permission . Credit 331 and departmental permission . Credit Hours: 4 signs, skin, head and neck exam, thorax and lungs, cardio- Hours: 3 vascular and peripheral vascular systems, breasts and axillae, HSC-430 Introduction to Audiology HSC-402 Genetics abdomen, genitalia and rectal exams, musculoskeletal system, This course serves as a basic introduction to the evaluation of HSC-331 Microbiology The principles of genetics and genetic testing will be discussed and mental status and nervous system exams will be introduced . hearing, basic hearing test interpretation, and common hearing This course will provide a review of the general biology of related to health and disease . Prerequisite: Departmental per- Prerequisite: Departmental permission . Credit Hours: 4 disorders . Screening procedures for speech-language patholo- infectious agents and the basic concepts and principles of mission . Credit Hours: 4 gists are highlighted . Prerequisite: Departmental permission . immunology, including medically important microorganisms and HSC-413 Pharmacology Credit Hours: 4 their relationship to disease . Identification of selected groups HSC-403 Health Care Informatics Provides a conceptual approach to understanding pharmacoki- of pathogens, epidemiology, mechanisms causing disease and This course will introduce students to health informatics . It netics, pharmacodynamics and pharmacotherapeutics . Stresses HSC-431 Phonetics and Normal Articulation the biological basis for resistance will be covered . Identification, examines trends and emerging technologies involved in health scientific principles underlying pharmacological treatments . The The fundamentals of articulatory phonetics are examined in classification, cellular structure, pathogenic mechanisms, care delivery and information systems/technology manage- autonomic nervous system and related drug actions, anti-inflam- relation to their anatomical, acoustic, and linguistic bases . genetics, epidemiology, serology, and prevention and treat- ment within diverse health care settings . Content includes the matory drugs, autacoids, neuropharmacology, psychopharmacol- Extensive practice in transcribing and reading speech using ment of disease will be described . Specimen collection and the provider order entry (CPOE), the electronic medical record, ogy, and anesthetic/analgesic pharmacology will be reviewed . the International Phonetic Alphabet is included . Prerequisite: isolation and identification of medically important bacteria will pharmacy systems, billing systems, business intelligence/data Cardiovascular, diuretic and respiratory agents, hypoglycemic Departmental permission . Credit Hours: 3 warehousing systems and bio-surveillance methods . In addi- be described, and mechanisms of antimicrobial activity and anti- agents, drugs acting on the blood and blood-forming organs, biotic susceptibility testing are discussed . Colony morphology tion, students will discuss ethical and legal considerations and

330 331 HSC-432 Normal Language Development include an introduction to basic accounting such as the account- HSC-457 Issues and Trends in Health Care needs, organizational culture, and environmental policy to align This course covers the development of oral and written lan- ing equation, generally accepted accounting principles, finan- Current issues and trends in health care are discussed . An needs with best practices and program design, implementa- guage skills in normal children . Topics include basic features cial statements and health care reimbursement . Prerequisite: overview of the United States health care system including its tion, and evaluation to achieve desired outcomes . Prerequisite: of language acquisition including phonology, syntax, morphol- Departmental permission . Credit Hours: 4 history, structure, major components and overall performance is Departmental permission . Credit Hours: 4 ogy, semantics, and pragmatics . The further development of provided, followed by a review of the interrelationships among these skills in school-age children and their relationships to HSC-453 Patient and Practitioner Education various trends and forces that are likely to shape the roles and HSC-473 Community Health learning and literacy development are presented . Prerequisite: This course will review the principles of teaching and learning as responsibilities of health care institutions in the future . Students Community health explores available public health services Departmental permission . Credit Hours: 4 they apply to patient education, public education and profes- become well versed in the major issues facing the health regarding the well-being of a population . Health care promo- sional continuing education . Course goals and objectives, learn- care industry and the public/private/individual roles needed tion and prevention strategies are explored in concert with the HSC-433 Anatomy and Physiology of Speech and ing activities and evaluation will be introduced to include the to address these issues . Concepts in organizational behavior, role of health care institutions and the public sector . Regulatory Hearing use of specific teaching and evaluation methods . Prerequisite: health economics, health care finance, health care planning and mandates promoting public and community health and This course examines the anatomy, physiology, and neurology Departmental permission . Credit Hours: 5 marketing, and health insurance and managed care are dis- financing options are discussed . Legal and ethical imperatives underlying the processes of respiration, phonation, articulation, cussed . Prerequisite: Departmental permission . Credit Hours: 5 emergent in public health services are also identified . Health resonance, hearing, and swallowing . Prerequisite: Departmental HSC-454 Human Resources information data is utilized in the planning of a community and/ permission . Credit Hours: 4 This course provides an understanding of the human relations HSC-470 Principles of Health and Wellness I or public health project . This course will explore health conserva- skills required of the health systems manager in an environ- This course provides students with a holistic overview of the tion and disease prevention as they relate to specific commu- HSC-434 Speech and Hearing Science ment filled with both federal and state legal constraints . Skills multifaceted dimensions of health and wellness across the life nity settings . Students will observe and analyze how a variety The content of this course includes the physics of sound genera- acquired include motivating and coaching employees, appraising span . The seven dimensions of health — physical, social, intel- of community resources can contribute to health promotion, tion and basic concepts of sound measurement . Theories of and improving performance, dealing with disciplinary problems, lectual, emotional, occupational, spiritual, and environmental — including churches, youth groups, social clubs, etc . Prerequisite: hearing are presented and compared . The scientific bases of and employee counseling . Prerequisite: Departmental permis- are explored within the context of a wellness lifestyle . Students Departmental permission . Credit Hours: 4 the processes involved in speech production and perception are sion . Credit Hours: 4 will also learn about aligning client needs and wants with studied, with an emphasis on basic concepts and fundamental best-practice program design, implementation, and evaluation HSC-474 Medical Home Principles and Practice HSC-455 Quality Improvement theories . Topics include the acoustics of speech and psychophys- for successful results . Prerequisite: Departmental permission . This course introduces students to the concept of the medi- This course provides students with fundamentals of quality ical measures of sound . Prerequisite: Departmental permission . Credit Hours: 4 cal home and other aspects of care coordination . Patients Credit Hours: 4 improvement in health care . Specifically, students will examine will investigate current medical home models throughout the the history of quality improvement in hospitals and how that has HSC-471 Principles of Health and Wellness II country and the challenges faced by the changing health care HSC-450 Management Principles translated into the current structures, processes and outcomes Successful wellness programs currently used by industry will landscape . Students will demonstrate an in-depth understand- The students will learn principles of management to include of the hospital improvement efforts of today . Emphasis is placed be reviewed as case studies to provide the groundwork for the ing of the various professionals working throughout the medical planning, organizing, directing and controlling, management on philosophy, framework, and methodology of quality improve- importance of workplace involvement in health . The student will home, and how the model differs from previous attempts at and evaluation of personnel and programs, motivational theory, ment, with a specific focus on the measurement and analysis of gain an understanding of the relationship of employee health coordinated care . Prerequisite: Departmental permission . Credit decision making, conflict management, principles of delegation, data . Students will learn to use frameworks and tools to apply to health care costs and productivity in relation to return on Hours: 4 and financial management . Prerequisite: Departmental permis- quality improvement strategies and sharpen their skills in turn- investment (ROI) and investment in human capital . They will sion . Credit Hours: 4 ing data into information and in change management . Quality also discuss strategic and product management planning in HSC-475 Fitness and Health as it appears in current health policy will also be discussed . relationship to disease management versus population wellness This course provides students with an understanding of exercise HSC-451 Leadership Theory and Practice Prerequisite: Departmental permission . Credit Hours: 4 theory . The student will learn to assess employer and employee physiology, conditioning, and strength and endurance training . This course will provide an overview of evidence-based meth- needs, organizational culture, and environmental policy to align It will also provide the knowledge and skills needed to develop ods for developing and evaluating leaders and leadership . It HSC-456 Managed Care needs with best practices and program design, implementa- diet and exercise programs in respect to the participants’ body will examine leadership theory, various management styles, This course provides an overview of the integration of health tion, and evaluation to achieve desired outcomes . Prerequisite: type to achieve their desired health and fitness goals . The and organizational behavior theory . Discussion will focus on care delivery and financing in the United States with an Departmental permission . Credit Hours: 4 laboratory exercises will provide hands-on experience with com- practices and principles related to developing leadership skills . emphasis on public policy, contract negotiation, underwriting monly used strength and conditioning equipment . Prerequisite: Students will enhance their self-awareness concerning strengths and pricing, and product and patient management . By the end HSC-472 Corporate Health Programs Departmental permission . Credit Hours: 3 and development needs as they relate to their career aspira- of the quarter, students will be able to identify those elements Successful wellness programs currently used by industry will tions, through activities such as multi-source feedback and important in insurance contracts; distinguish between public and be reviewed as case studies to provide the groundwork for the HSC-476 Chronic Disease Management reflective learning . Prerequisite: Departmental permission . Credit private insurance plans; understand the underwriting behind an importance of workplace involvement in health . The student will In this course, students will be introduced to specific chronic Hours: 4 insurance plan and how the product gets priced; identify health gain an understanding of the relationship between employee diseases commonly treated in the medical home model, such reform initiatives and its impact on patients, providers, and health to health care costs and productivity in relation to return as COPD, diabetes, asthma, and congestive heart failure . Proper HSC-452 Health Care Budgeting and Finance insurers; and formulate cost reduction strategies . Prerequisite: on investment (ROI) and investment in human capital . They will disease management techniques will be discussed, along with This course is designed to provide a broad introduction to the Departmental permission . Credit Hours: 4 also discuss strategic and product management planning in lifestyle alterations that can reduce the detriment of these concepts contained in health care finance . These concepts afflictions to patient quality of life . Prerequisite: Departmental relationship to disease management versus population wellness theory . The student will learn to assess employer and employee permission . Credit Hours: 5

332 333 HSC-601 Education Theories and Methods HSC-611 Research Design II HSC-616 Research Seminar 2 HSC-623 Management and Supervision This course will review models of learning theory as they relate This course introduces the student to methods of research using Continuation of Research Seminar 1 . Students will continue Principles of management and supervision as they relate to the to higher education, professional education and adult and qualitative design and appropriate statistical analysis techniques planning and conducting the required dissertation research proj- organization and administration of higher education and the career continuing education contexts, as well as application of used in qualitative data analysis . Questionnaire and survey ect . Students are expected to begin to formulate their research academic department will be discussed . Governance of higher learning theory to teaching methods and evaluation . Various construction, validation and statistical analysis techniques will methods and procedures and complete preparation for their education to include organization, control, funding, and evalu- learning theories will be introduced, including behavioral, cogni- be discussed . Advantages and disadvantages of interview data research proposal defense . Credit Hours: 1 ation will be described, and the principles of management and tive and constructive theory; motivation; and newer theories of collection techniques as well as techniques such as Delphi are supervision as they relate to the administration of the academic learning based on cognitive science . Credit Hours: 3 included . Credit Hours: 4 HSC-617 Dissertation Research department will be discussed . Basic principles of management Students complete research in preparation of a dissertation in to include planning, organizing, directing and controlling, man- HSC-602 Curriculum and Instruction HSC-612 Statistics I partial fulfillment of the requirements of the degree program . agement and evaluation of personnel and programs, motiva- This course provides hands-on experience with developing This course will focus on concepts and procedures for descrip- Includes supervision while the student is writing the doctoral tional theory, conflict management and principles of delegation competency-based curricula for health science education pro- tive and inferential statistics for continuous and discrete data dissertation following all required course work . Prerequisite: will be covered . Credit Hours: 3 grams . Program development, needs assessment, goals, course and data analysis using parametric and nonparametric statistical Permission of program director . Repeated until dissertation has construction and sequencing, course descriptions, objectives, procedures . Computerized statistical programs such as SPSS will been successfully defended . This is a pass/no pass course . Credit HSC-631 Composition for Effective Professional Writing outlines, syllabi, content and outcomes assessment and evalu- be used . Instruction on information literacy to equip students Hours: variable This course develops the learner’s professional writing for disser- ation for specific learning audiences will be described . Credit with the necessary skills to search, interpret and evaluate the tation and publication . Focus will be on the process of writing, Hours: 3 medical literature in order to maintain critical current and opera- HSC-620 Leadership Theory grammatical style, composition structure, and APA format . Topics tional knowledge of new medical findings, including application Provides an overview of evidence-based methods for evaluat- will include analytical literature review, critical self-reflection, HSC-603 Methods and Evaluation to individualized patient care . Credit Hours: 4 ing and developing leaders and leadership . Topics include plagiarism, and team writing . Credit Hours: 3 A comprehensive review of various teaching methods and the history of leadership assessment and leadership theory; learning outcome evaluation techniques . Topics included are HSC-613 Statistics II use of validated assessment methods in measuring leader- HSC-632 Leadership Theory developing and implementing course goals, objectives, learning This course will be a continuation of HSC-612 . Hypothesis- ship (e .g ., interviews, assessment centers and cognitive and Provides an overview of evidence-based methods for evaluat- activities, lesson plans, synchronous and asynchronous learning testing techniques, which involve observation and analysis of objective assessments); applications of adult development and ing and developing leaders and leadership . Topics include the platforms, evaluation methods, test construction and course and more than one statistical variable at a time, will be discussed . career development theory; and organizational approaches to history of leadership assessment and leadership theory; use of program evaluation . Psychometric measures and interpretation, Examples include ANOVA, ANCOVA, MANOVA, MANCOVA, leadership development (e .g ,. talent reviews, developmental validated assessment methods in measuring leadership (e .g ., including item analysis and descriptive statistics, are included . T-tests and regression models . Credit Hours: 4 assignments, 360-degree feedback and succession/acceleration interviews, assessment centers, and cognitive and objective Credit Hours: 3 programs) . Credit Hours: 3 assessments); applications of adult development and career HSC-614 Introduction to Grantsmanship development theory; and organizational approaches to leader- HSC-604 Teaching Practicum This course is designed to provide the practical aspects of HSC-621 Issues in Health Care ship development (e .g ., talent reviews, developmental assign- Graduate students will engage in one or more of a variety of proposal submission . In addition to covering basic writing skills, Current issues and trends in health care are discussed . An ments, 360-degree feedback, and succession/acceleration interrelated teaching activities — lecturing, class discussion, it addresses specific elements that should be included in each overview of the United States health care system including its programs) . Credit Hours: 3 one-to-one tutoring, office hours and grading in the various of the various sections of federal grants, foundation applica- history, structure, major components and overall performance is specialty and core curricula under the direct supervision of a tions and biotech contracts . In addition, it talks about ways of provided, followed by a review of the interrelationships among HSC-633 Leadership in Higher Education faculty member . Students will also be required to complete identifying sources for funding, a survey of the NIH landscape various trends and forces that are likely to shape the roles and Principles of management and supervision as they relate to the didactic assignments related to curriculum design, presentation and how to prepare budgets . The online submission process is responsibilities of health care institutions in the future . Students organization and administration of higher education and the and evaluation . Credit Hours: 3 also reviewed . Credit Hours: 3 become well versed in the major issues facing the health academic department will be discussed . Governance of higher care industry and the public/private/individual roles needed education to include organization, control, funding, and evalu- HSC-610 Research Design I HSC-615 Research Seminar 1 to address these issues . Concepts in organizational behavior, ation will be described, and the principles of management and This course introduces students to methods of scientific research First part in planning and conducting the required dissertation health economics, health care finance, health care planning supervision as they relate to the administration of the academic to include review of literature, research designs, sampling tech- research project . Students are expected to begin to formulate and marketing, and health insurance and managed care are department will be discussed . Basic principles of management niques, measurement and related issues . Research articles and their research question(s) to include background and signifi- discussed . Credit Hours: 3 to include planning, organizing, directing and controlling, research thesis that exemplify various research designs, presen- cance, problem and purpose statement, need for the study, management and evaluation of personnel and programs will be tation of results and conclusions will be reviewed and discussed . assumptions, limitations and delimitations, and definitions . HSC-622 Research Settings discussed . Credit Hours: 3 Students will further develop their information literacy skills to Students will also complete their review of the literature in This web-based course provides the student with an interactive search, interpret and evaluate the medical literature in order preparation for their preliminary research proposal defense . format to discuss the researcher’s responsibilities for conducting HSC-634 Issues and Trends in Health Care to maintain critical current and operational knowledge of new Credit Hours: 1 ethically sound scientific research as well as select ethical issues Current issues and trends in health care are discussed . An medical findings, including application to individualized patient in research . Each student will have the opportunity to analyze overview of the United States health care system including its care . Credit Hours: 4 an ethical issue as it relates to the student’s research project or history, structure, major components and overall performance is topic . Credit Hours: 1 provided, followed by a review of the interrelationships among various trends and forces that are likely to shape the roles and

334 335 responsibilities of health care institutions in the future . The learner HSC-652 The Research Process: Quantitative Design & HSC-661 Health Science Professional Development I the historical evolution, the structure, the financing mechanisms, becomes well versed in the major issues facing the health care Methods Part I The students and advisors use a learning contract to define how the major provider components, performance, and how the industry and the public/private/individual roles needed to address This course promotes the development, integration, and applica- the students will increase their knowledge base and improve point of view of the patient is increasingly shaping the future these issues . Concepts in organizational behavior, health econom- tion of the knowledge, attitudes, and skills required to func- their skill in leadership and cooperation in a health science pro- direction of health care . The course will provide students with a ics, health care finance, health care planning and marketing, and tion as a clinical scientist . This course provides an overview fessional specialty area . This course will provide an opportunity framework to organize knowledge of the health care system to health insurance and managed care are discussed . Credit Hours: 3 of the research process and a brief history of clinical research for students and their advisors to define activities of their own support further study in health services administration . Through within the context of current issues and trends in health care . choosing that will enhance the students’ professional develop- reading, class discussions and debates, students will gain an HSC-641 Education Theory and Methods The research literature serves as the foundation for examining ment . Credit Hours: 1 understanding of the major issues facing the health care system This course will review models of learning theory as they relate research problems, developing problem statements, and concep- and consider alternative approaches to improve the system . to higher education, professional education and adult and career tualizing research questions . Finally, theoretical and conceptual HSC-662 Health Science Professional Development II Students will have the opportunity to observe and interview continuing education contexts, as well as application of learn- frameworks ground and enrich the research process as students The students and advisors use a learning contract to define how patients and providers in actual clinical settings to understand ing theory to teaching methods and evaluation . Various learning explore appropriate samples and sampling designs . Credit the students will increase their knowledge base and improve their interface with the system and related medical, social and theories will be introduced including behavioral, cognitive and Hours: 3 their skill in education in a health science professional specialty economic issues . The course will introduce patient experience constructive theories; humanistic and social theories; motivation; area . This course will provide an opportunity for students and measurement and monitoring tools, techniques for listening and newer theories of learning based on evolving cognitive sci- HSC-653 The Research Process: Quantitative Design & their advisors to define activities of their own choosing that will to the “voice of the patient,” and how all the elements of the ences . Lifelong learning constructs including critical and reflective Methods Part II enhance the students’ professional development . Credit Centers for Medicare & Medicaid Services value-based purchas- thinking and autonomous self-directed learning will be explored This course promotes the development, integration, and applica- Hours: 1 ing plan tie together . Credit Hours: 3 in depth . Credit Hours: 3 tion of the knowledge, attitudes, and skills required to function as an independent clinical researcher . The course will include HSC-663 Health Science Professional Development III HSM-504A Professional Seminar I HSC-642 Curriculum and Instruction research design, measurement, instrument development, The students and advisors use a learning contract to define how The purpose of this course is to review basic professional prin- This course provides hands-on experience with developing intervention fidelity, data management, cross-cultural issues, the students will increase their knowledge base and improve ciples . In this course, professionalism in terms of time manage- competency-based curricula for health science education pro- and research translation . Emphasis is on the critical appraisal of their skill in research in a health science professional specialty ment and written and verbal communication including email grams . Program development, needs assessment, goals, course selected research designs and measurement strategies relevant to area . This course will provide an opportunity for students and and executive memo etiquette is reinforced with helpful tips and construction and sequencing, course descriptions, objectives, quantitative research . Credit Hours: 3 their advisors to define activities of their own choosing that in-class exercises . Topics related to interprofessionalism will be outlines, syllabi, content and outcomes assessment and evaluation will enhance the students’ professional development . Credit introduced . This course should adequately prepare students for for specific learning audiences will be described . Special atten- HSC-654 Grantsmanship Hours: 1 future internship and job responsibilities . Credit Hours: 2 tion is placed on the constructs of distance learning including the This course will assist you to develop grant writing and review philosophical base and theories of distance learning, examination skills . Content focuses on grant mechanisms, strategies, format, HSC-699 Dissertation Research HSM-504B Professional Seminar II of external standards for quality distance learning course work, and the grant review process . Learning activities address writing Students perform research in preparation of a dissertation in This course builds upon skills introduced in Professional and the various course design schemes related to distance learn- particular NIH grant sections including specific aims, significance, partial fulfillment of the requirements of the degree program . Seminar I and is designed to prepare students for employment ing . Credit Hours: 3 research approach, preliminary studies, human subjects, budget, Includes supervision by the student’s dissertation committee interviews and for careers in health management . Exercises personnel, and supporting materials . Credit Hours: 3 of their research and related activities including writing the include recorded telephone, video and dining simulations, and HSC-643 The Adult Learner doctoral dissertation and public oral defense of the dissertation . students are evaluated and coached by faculty . The emphasis of This course expands the learner’s knowledge of adult learning HSC-655 Ethical Conduct in Research Settings Credit Hours: 3; Repeated for a minimum of 12 the course is placed on oral and written communication skills from basic theories to include the role of autonomy and critical This course provides the students with an in-depth examination relevant to consulting, hospital, physician group and association HSC-900 Independent Study thinking . The learner will explore learning theories and models of the ethical principles that guide the conduct of responsible management . Students will gain confidence and competence in related to these concepts, identify the roles of both the learner research . These principles will be examined in the context of cur- Independent study courses give students a unique opportunity networking and job search strategies . Prerequisite: HSM-504A . and educator within the context of each theory/model, and dis- rent, historical, and future scientific achievements . Credit Hours: 3 to pursue a course of study not commonly included in the cur- Credit Hours: 2 cuss the implications of autonomous learning and critical thinking riculum . If you are interested in pursuing an independent study, on programming, curriculum, and instructional practice . Credit HSC-656 The Dissertation Proposal meet with the faculty member you want to work with to define HSM-506 Patient Experience Hours: 3 The learner plans the dissertation research by forming a dis- the course work and expectations . Credit Hours: Variable The course will provide participants the background and experi- sertation committee and writing a dissertation proposal . The ence in developing an understanding of the patients’ percep- HSC-651 Advanced Biostatistics dissertation proposal is critiqued for strengths and weaknesses tion of their care and how this is increasingly used to improve This course will focus on using descriptive and inferential statistics by the dissertation committee so that the learner may develop a Health Systems Management quality, safety, efficiency, staff engagement, and financial for data analysis in health care research . Students will develop defensible proposal worthy of dissertation research . The learner performance as well as minimize litigation risks . The course will HSM-502 Health Care Organization the necessary skills to interpret statistical tests cited in medical obtains all necessary institutional review board (IRB) approvals . introduce patient experience measurement and monitoring tools This course provides an overview of health care in the United literature and communicate statistical test results from their own Credit Hours: 3 as well as evidence-based strategies to improve overall patient States, covering the political, economic and social organization analyses . Students will enhance their knowledge and application experiences . The course will be taught using relevant case stud- of the delivery of care as well as a newly emerging factor: the of parametric, nonparametric, and various multivariate statistical ies, guest speakers, patient interviews, and real-world projects to perspective of the patient . Students will understand and analyze tests . Credit Hours: 3 understand and improve patient experiences . Credit Hours: 2

336 337 HSM-514 Statistics for Health Care Management expectations and tactics that can be employed by managers to HSM-545 Organizational Analysis and Change options for part-time students, who work full time, to complete This course emphasizes intermediate statistical principles that mitigate the impact from unfavorable variances by improving rev- This course is designed to help students develop a solid the HSM internship degree requirement; the student’s academic health care managers use for enhancing health care manage- enue or reducing costs . The course will employ didactic as well as conceptual understanding of organizational processes from a adviser, who is also this course director, works with part-time ment, promoting population health, and conducting health experiential learning techniques . Case studies, in-class exams, and socio-technical perspective and gain experience in using this students early in their studies to plan an approach that meets services research . Topics include descriptive statistics, normality, team presentations will be used to evaluate students’ competen- understanding in planning successful organizational change the characteristics of an “ideal” Rush internship and emphasizes parametric and nonparametric hypothesis testing, and regres- cies to assemble revenue and cost information to make strategic efforts . Content includes multiple self-assessments, motivation, the 10 “distinguishing competencies” plus the Professionalism sion models . The statistical software package SPSS is reviewed and operational decisions and construct budgets and business values and ethics, managing people, performance management, competency . Demonstration of the Rush ICARE values is also and utilized . Prerequisite: Undergraduate statistics . Credit strategies . The examples used will focus on existing and emerging organizational culture, organizational design, interpersonal expected . During first quarter, data management sessions will Hours: 3 trends that are impacting health care organizations . Prerequisites: communication, managing diversity, group dynamics and work building upon basic and intermediate Excel and Access knowl- HSM-531, HSM-536 . Credit Hours: 4 teams, problem-solving, conflict and negotiation and leading edge; data management skills are further strengthened to HSM-515 Human Resource Management and managing change . The course draws heavily on organi- handle real-world data challenges (i .e ., domain and data under- This course provides an understanding of the human resource HSM-533 Health Care Economics zational and behavioral theory, but emphasizes application standing, data cleaning, data transformation, output genera- management knowledge and skills required of the health Students will learn the principles and tools of microeconomics through team-based learning, experiential exercises and reflec- tion, and creating reports and dashboards) to facilitate decision systems manager in an environment that is constantly chang- and apply these principles and tools to the health care market . tion on the exercises . Prerequisites: HSM-502 and HSM-515 . making . Credit Hours: 3 ing . Skills acquired include managing talent, developing talent, This course emphasizes applications of health economics that are Credit Hours: 4 engaging/motivating employees, and demonstrating leadership directly relevant in today’s political and economic climates, includ- HSM-549C HSM Part-Time (PT) Internship capability . Credit Hours: 4 ing the demand and supply of health care, physician productivity HSM-549A HSM Part-Time Internship The standard HSM internship requires real-world work experi- and incentives, health care labor markets, health insurance and The standard HSM internship requires real-world work experi- ence in a health care organization . HSM part-time students are HSM-523 Managerial Epidemiology medical malpractice . Applications will also explore specific sectors ence in a health care organization . HSM part-time students are almost always full-time working professionals in a health care This course emphasizes managerial epidemiologic principles of the health care market, such as the hospital, physician and almost always full-time working professionals in a health care organization . For part-time students with full-time work experi- that health care managers use to inform strategic initiatives and pharmaceutical industries . By the end of the quarter, students organization . For part-time students with full-time work experi- ence in a health care organization, the internship experience to achieve optimal organizational performance . Topics include will be able to evaluate, both at a conceptual and at an analyti- ence in a health care organization, the internship experience should require the part-time student to perform duties or tasks market segmentation, needs analysis, research design, program cal level, arguments about how the markets for health care and should require the part-time student to perform duties or tasks in a highly distinguishable capacity than their current full-time planning and program evaluation . Prerequisite: HSM-514 or health insurance work . Credit Hours: 4 in a highly distinguishable capacity than their current full-time role at their employer organization . There are a number of NUR-510, or concurrently . Credit Hours: 3 role at their employer organization . There are a number of options for part-time students, who work full time, to complete HSM-536 Corporate Finance options for part-time students, who work full time, to complete the HSM internship degree requirement; the student’s academic HSM-531 Health Care Financial Accounting Enables students to understand the concepts and apply the tools the HSM internship degree requirement; the student’s academic adviser, who is also this course director, works with part-time This course provides students with a solid understanding of of corporate finance and financial management . The overall adviser, who is also this course director, works with part-time students early in their studies to plan an approach that meets financial accounting concepts/principles as they relate to the objectives of the course are to understand the roles, functions students early in their studies to plan an approach that meets the characteristics of an “ideal” Rush internship and emphasizes health care industry . The course is taken during the fall quarter and responsibilities of financial officers in managing a health care the characteristics of an “ideal” Rush internship and emphasizes the 10 “distinguishing competencies” plus the Professionalism of the first year and prepares students to analyze and utilize institution, be able to identify and analyze corporate finance prob- the 10 “distinguishing competencies” plus the Professionalism competency . Demonstration of the Rush ICARE values is also accounting information to make management decisions . Many lems and issues in the management of health care institutions competency . Demonstration of the Rush ICARE values is also expected . During first quarter, data management sessions will of the concepts learned will be applied during other courses in and be able to evaluate the financial performance of institutions expected . During first quarter, data management sessions will building upon basic and intermediate Excel and Access knowl- the HSM curriculum . Prerequisite: Undergraduate accounting . in asset and debt management . Cash flow, financial management building upon basic and intermediate Excel and Access knowl- edge; data management skills are further strengthened to Credit Hours: 4 of assets, timing and uncertainty and access to the capital markets edge; data management skills are further strengthened to handle real-world data challenges (i .e ., domain and data under- are covered in order to understand the importance of finance to HSM-532 Health Care Managerial Finance handle real-world data challenges (i .e ,. domain and data under- standing, data cleaning, data transformation, output genera- health care operations and strategic planning . Prerequisites: tion, and creating reports and dashboards) to facilitate decision This course moves beyond basic financial accounting and standing, data cleaning, data transformation, output genera- HSM-531, HSM-533, or concurrent . Credit Hours: 4 making . Credit Hours: 3 corporate finance and explores how financial information is tion, and creating reports and dashboards) to facilitate decision making . Credit Hours: 3 used to manage and make decisions . Students are expected to HSM-543 Health Law HSM-550A HSM Internship learn and demonstrate an understanding of the way health care This course is designed as an introduction to law for emerging HSM-549B HSM Part-Time Internship The HSM internship requires a minimum of 440 hours of real- providers are paid for services based on the source of payment health care administrators . The topics survey a variety of legal The standard HSM internship requires real-world work experi- world work experience in a health care organization . HSM (Medicare, Medicaid, managed care) and the payment method- issues that are relevant to the practice of health care administra- ence in a health care organization . HSM part-time students are full-time students will almost always fulfill this requirement ology . Cost allocation methodologies as well as types of costs, tion, including regulatory law, fraud and abuse, employment, almost always full-time working professionals in a health care through part-time jobs within Rush University Medical Center or e g. ., fixed, variable, semi-variable, will be taught . Students will tort and business law, among others . Key learning goals include organization . For part-time students with full-time work experi- its affiliates during their first year in the program; however, full- gain a basic understanding of concepts critical to developing a developing an understanding of legal theory and the court system, ence in a health care organization, the internship experience time students do have the option of fulfilling the requirement long-term financial plan and operational and capital budgets . demonstrating proficiency with analysis of central concepts of law should require the part-time student to perform duties or tasks through a more traditional summer internship that they identify Students will also learn various concepts routinely employed for applicable to health care administration, and developing fluency in a highly distinguishable capacity than their current full-time and secure . The internship emphasizes the 10 distinguishing analyzing variances in actual financial results from budgeted in applying legal standards to case studies . Credit Hours: 3 role at their employer organization . There are a number of competencies contained within the full set of 26 competencies

338 339 for the National Center for Healthcare Leadership; these and intermediate Excel and Access knowledge; data manage- mass communications/public relations; social media; and evalu- apply what they are learning . Prerequisites: HSM-514 or concur- include accountability, achievement orientation, leadership, ment skills are further strengthened to handle real-world data ation of planning and marketing efforts . The development of rent and HSM-551 or concurrent . Credit Hours: 4 collaboration, communication skills, professionalism, project challenges (i .e ., domain and data understanding, data cleaning, persuasive marketing communication is studied from theoretical management, and self-confidence . Demonstration of behavior data transformation, output generation, and creating reports and practical perspectives . As a result of this course, students HSM-576 Ethics for Health Care Managers consistent with the Rush ICARE values is also expected . During and dashboards) to facilitate decision making . Credit Hours: 3 are able to discuss, assess and critically evaluate a health care This course is designed to help students better understand the first quarter, data management sessions will building upon basic organization’s strategic planning and marketing initiatives . ethical dimensions of health administration decision-making and and intermediate Excel and Access knowledge; data manage- HSM-551 Health Informatics Prerequisites: HSM-502, HSM-523, or concurrently . Credit use this understanding to effectively analyze decisions to sup- ment skills are further strengthened to handle real-world data This class provides students with an introduction to health infor- Hours: 4 port ethically sound judgments . Students will be able to identify challenges (i .e ,. domain and data understanding, data cleaning, matics, a field concerned with the use of information technology the ethical content under fundamental conflicts and decisions data transformation, output generation, and creating reports in health care . The course will provide students with an under- HSM-560 Health Policy faced by health care managers and analyze ethical problems of/ and dashboards) to facilitate decision making . Credit Hours: 3 standing of the application of health information technology HSM 560 introduces students to the public policy and political in business, including identifying stakeholders, defining ethical Prerequisite: HSM-552 . Credit Hours: 2 environments that influence and shape the manner in which conflicts, and proposing multiple courses of action as well as HSM-550B HSM Internship health care is obtained and delivered in the United States . the possible costs and benefits of each . This course also includes The HSM internship requires a minimum of 440 hours of real- HSM-552 Health Care Information Systems More specifically, this course will examine the organization and coverage of the most current and salient health care ethics world work experience in a health care organization . HSM This course provides students with knowledge, skills and abili- financing of health care, politics, and the influence of Medicare issues . Prerequisite: HSM-502 . Credit Hours: 2 full-time students will almost always fulfill this requirement ties related to how information technology is used to improve and Medicaid policies through the lens of contemporary health through part-time jobs within Rush University Medical Center or decision-making and problem-solving across the health care policy issues . In addition to conceptual discussion, the course HSM-590 Topics in Health Systems Management its affiliates during their first year in the program; however, full- enterprise . Students will appreciate the role that information includes a variety of techniques to analyze and evaluate health These elective courses provide students with the opportunity to time students do have the option of fulfilling the requirement technology and systems play in finance, strategic planning, policy decisions and their implications on health care organiza- develop knowledge, skills and abilities for specialized areas of through a more traditional summer internship that they identify operations, quality and human resources management . Students tions . Prerequisites: HSM-502 . Credit Hours: 3 health care management or in specific sectors of the health care and secure . The internship emphasizes the 10 distinguishing will be able to evaluate the acquisition, implementation and industry . Past electives have focused on topics such as interna- competencies contained within the full set of 26 competen- ongoing management of information resources in health care . HSM-567 Health Insurance and Managed Care tional health, facilities planning, technology assessment, health cies for the National Center for Healthcare Leadership; these The course will also cover concepts of technology planning, This course provides an overview of the integration of health care and the elderly, physician practice management and health include accountability, achievement orientation, leadership, the challenges of successfully introducing new technology and care delivery and financing in the United States with an care consulting . Elective . Credit Hours: 2 collaboration, communication skills, professionalism, project systems into the organization, the management and protection emphasis on public policy, contract negotiation, underwriting HSM-593 Governance and Leadership management, and self-confidence . Demonstration of behavior of the information asset and the governance of the IT function . and pricing, and product and patient management . By the end This course is designed to increase students’ knowledge and consistent with the Rush ICARE values is also expected . During Credit Hours: 2 of the quarter, students will be able to identify those elements competencies in leadership and governance, with a special first quarter, data management sessions will building upon basic important in insurance contracts; distinguish between public and HSM-557 Quality in Health Care emphasis on the changing health ecosystem . For leadership, and intermediate Excel and Access knowledge; data manage- private insurance plans; understand the underwriting behind an This course provides students with fundamentals of quality students will enhance their self-awareness concerning strengths ment skills are further strengthened to handle real-world data insurance plan and how the product gets priced; identify health improvement in health care . Specifically, students will examine and development needs as they relate to their career aspirations, challenges (i .e ,. domain and data understanding, data cleaning, reform initiatives and their impact on patients, providers and the history of quality improvement in hospitals and how that through activities such as multi-source feedback and reflective data transformation, output generation, and creating reports insurers; and formulate cost reduction strategies . Prerequisites: has translated into the current structures, processes and out- learning exercises . Students will also develop their understand- and dashboards) to facilitate decision making . Credit Hours: 3 HSM-502, HSM-531 . Credit Hours: 3 comes of the hospital improvement efforts of today . Emphasis ing and appreciation of the role of boards in organizational HSM-550C HSM Internship is placed on philosophy, framework and methodology of quality HSM-572 Health Care Operations Management governance generally, with a focus on applications specific to The HSM internship requires a minimum of 440 hours of real- improvement, with a specific focus on the measurement and This course provides students with the knowledge, skills and the health care industry . Prerequisites: HSM-502, HSM-515, world work experience in a health care organization . HSM analysis of data . Students will learn to use frameworks and abilities needed to apply systems thinking, quantitative methods HSM-545 . Credit Hours: 2 full-time students will almost always fulfill this requirement tools to apply quality improvement strategies and sharpen their and other tools to better inform decisions and improve problem- HSM-596 HSM Capstone: Strategic Management of through part-time jobs within Rush University Medical Center or skills in turning data into information and in change manage- solving in health care organizations . Students will appreciate the Health Care Organizations its affiliates during their first year in the program; however, full- ment . Quality as it appears in current health policy will also be utility of these approaches for analyzing systems and improving This course provides students with opportunities to apply the time students do have the option of fulfilling the requirement discussed . Prerequisite: HSM-502 . Credit Hours: 3 processes . Emphasis is placed on students’ abilities to work with fundamentals of strategic planning and marketing, economics, through a more traditional summer internship that they identify managers and clinicians to analyze problems, identify possible HSM-559 Health Care Planning and Marketing finance, information systems and operations acquired in previ- and secure . The internship emphasizes the 10 distinguishing solutions, implement process improvements and communicate This course develops students’ understanding and appreciation ous courses in the HSM curriculum to practical problems and competencies contained within the full set of 26 competen- with stakeholders in nontechnical terms . The course uses a of the health care planning and marketing processes . Through decisions faced by real health care organizations . Students apply cies for the National Center for Healthcare Leadership; these combination of learning methods, including group discussion, cases, business plan development, guest lecturers and in-class techniques of situational assessment, data analysis, strategy include accountability, achievement orientation, leadership, multimedia, site visits and operational projects . Site visits and discussions, topics are covered around all aspects of planning development and problem-solving . As the capstone course collaboration, communication skills, professionalism, project challenging assignments in real health care settings — such and marketing . These includes frameworks for strategic thinking for the HSM program, students are encouraged to integrate management, and self-confidence . Demonstration of behavior as emergency department throughput, operating room logistics and planning; consumer research; market segmentation; price, and refine their knowledge from all sources of learning in the consistent with the Rush ICARE values is also expected . During and support services roles — give students the opportunity to distribution and product strategies; advertising and promotion; HSM program to apply to business case studies . They conduct first quarter, data management sessions will building upon basic

340 341 strategic analyses and develop and present strategic recom- HSM-597C Master’s Project: Writing for Publication the areas of association, consulting, insurance, group practice, HSM-620 HSM Internship mendations consistent with the mission, vision and values of an This elective course is intended for the graduate student who and federal government management . Students will gain confi- The HSM internship requires a minimum of 440 hours of real- organization under the guidance of a teaching team of senior has successfully completed a master’s project and is ready to dence and competence in networking and job search strategies . world work experience in a health care organization . HSM full- health care managers . The result is an improved ability to think prepare a manuscript for publication based on his or her original Credit Hours: 3 time students will almost always fulfill this requirement through critically, identify strategic challenges, complete strategic analy- research . The course will allow the student to learn general part-time jobs within Rush University Medical Center or its ses for different business problems and communicate clearly . guidelines about writing for publication and making decisions HSM-610 Professional Seminar affiliates during their first year in the program; however, full-time Prerequisites: HSM-533, HSM-545, HSM-552, HSM-557, HSM- about selecting appropriate publication vehicles . The design of The purpose of this course is to review basic professional students, under extenuating circumstances, do have the option 559, HSM-567, HSM-572 . Credit Hours: 4 this course provides a roadmap for preparing and submitting a principles in preparation for careers in health care management . of fulfilling the requirement through a summer internship that manuscript for scholarly publication . Prerequisites: HSM-597A In this course, professionalism in terms of time management, they identify and secure, dependent upon departmental approval . HSM-597A Master’s Project I and HSM-597B . Credit Hours: 2 project management, and written, verbal and oral communica- The internship emphasizes the 10 distinguishing competencies The overall goal of Master’s Project I and II is to integrate tion skills, including email and executive memo etiquette, is plus the Professionalism competency contained within the full quantitative methods and health care management knowledge HSM-605 Research Methods II reinforced with helpful tips and in-class exercises . Building upon set of 26 competencies for the National Center for Healthcare to address a problem that is important to health care delivery, Credit Hours: 3 these skills, the course will then be designed to prepare students Leadership; these include accountability, achievement orientation, management or policy . In this course, students will design and for employment interviews and for careers in health manage- leadership, collaboration, communication skills, professionalism, HSM-606 Health Care Organization & the Patient conduct an applied quantitative research project that results ment . Exercises include recorded video, consulting case studies, project management, and self-confidence . Demonstration of Experience in a high-quality, compelling management report and two dining simulations, and interactions with health care experts in behavior consistent with the Rush ICARE values is also expected . This course provides an overview of health care in the United professional oral presentations to key stakeholders . The key the areas of association, consulting, insurance, group practice, During the first semester, data management sessions will also States, covering the political, economic and social organization components of this course include integrating and synthesizing and federal government management . Students will gain confi- build upon basic and intermediate Excel and Access knowledge; of the delivery of care as well as a newly emerging factor: the information from multiple sources; developing an appropriate dence and competence in networking and job search strategies . data management skills are further strengthened to handle real perspective of the patient . Students will understand and analyze research question; developing an appropriate research design Credit Hours: 3 world data challenges (i .e ,. domain and data understanding, data the historical evolution, the structure, the financing mechanisms, and analysis plan; integrating rigorous analytic methods with cleaning, data transformation, output generation, and creating the major provider components, performance, and how the HSM-612 Health Care Corporate Finance data management skills to analyze data; and interpreting quanti- reports and dashboards) to facilitate decision making . Credit point of view of the patient is increasingly shaping the future The course will provide students with the fundamentals of tative or qualitative results in light of the existing literature and Hours: 1 best practices to provide new insight for health care manage- direction of health care . The course will provide students with a finance needed in health care leadership . This includes an over- ment or policy . Prerequisites: HSM-502, HSM-504A, HSM-504B, framework to organize knowledge of the health care system to view of financial statements, balance sheets, transaction analysis, HSM-622 HSM Internship HSM-514, HSM-523 or concurrently, HSM-533, HSM-551, HSM- support further study in health services administration . Through financial ratio analysis, and principles of financial reporting . The HSM internship requires a minimum of 440 hours of real- 552, HSM-557, and HSM-572 . Credit Hours: 4 reading, class discussions and debates, students will gain an The foundations of finance and valuation, time value of money, world work experience in a health care organization . HSM full- understanding of the major issues facing the health care system and capital structure will also be covered . Students will be time students will almost always fulfill this requirement through HSM-597B Master’s Project II and consider alternative approaches to improve the system . able to read and understand health care organization financial part-time jobs within Rush University Medical Center or its The overall goal of Master’s Project I and II is to integrate Students will have the opportunity to observe and interview statements; analyze financial statements and understand how affiliates during their first year in the program; however, full-time quantitative methods and health care management knowledge patients and providers in actual clinical settings to understand they relate; interpret an organization’s profitability, solvency students, under extenuating circumstances, do have the option to address a problem that is important to health care delivery, their interface with the system and related medical, social and and liquidity; explore the sources and costs of capital and the of fulfilling the requirement through a summer internship that management or policy . In this course, students will design and economic issues . The course will introduce patient experience factors of investment decisions; and learn valuation principles . they identify and secure, dependent upon departmental approval . conduct an applied quantitative research project that results measurement and monitoring tools, techniques for listening Prerequisite: Undergraduate accounting . Credit Hours: 4 The internship emphasizes the 10 distinguishing competencies in a high-quality, compelling management report and two to the “voice of the patient,” and how all the elements of the plus the Professionalism competency contained within the full HSM-616 Health Informatics professional oral presentations to key stakeholders . The key Centers for Medicare & Medicaid Services value-based purchas- set of 26 competencies for the National Center for Healthcare The purpose of this course is to prepare future health care components of this course include integrating and synthesizing ing plan tie together . Credit Hours: 3 Leadership; these include accountability, achievement orientation, executives with the knowledge and skills they need to leverage information from multiple sources; developing an appropriate leadership, collaboration, communication skills, professionalism, HSM-608 Human Resource Management information gathered from and processed by electronic systems . research question; developing an appropriate research design project management, and self-confidence . Demonstration of The purpose of this course is to review basic professional Students will learn the value of information systems from a busi- and analysis plan; integrating rigorous analytic methods with behavior consistent with the Rush ICARE values is also expected . principles in preparation for careers in health care management . ness and clinical perspective and then be introduced to health data management skills to analyze data; and interpreting quanti- Credit Hours: 1 tative or qualitative results in light of the existing literature and In this course, professionalism in terms of time management, informatics, a field concerned with the use of information tech- best practices to provide new insight for health care manage- project management, and written, verbal and oral communica- nology in health care . Finally, students will receive an overview HSM-624 HSM Part-Time Internship ment or policy . Prerequisites: HSM-504A, HSM-504B, HSM-514, tion skills, including email and executive memo etiquette, is of data analytics with an emphasis placed on developing stu- The standard HSM internship requires real-world work experi- HSM-523 or concurrently, HSM-533, HSM-551, HSM-552, HSM- reinforced with helpful tips and in-class exercises . Building upon dents’ abilities to identify, understand, manage, and effectively ence in a health care organization . HSM part-time students are 557, HSM-572 . Credit Hours: 4 these skills, the course will then be designed to prepare students utilize electronic health care data . The course provides a good almost always full-time working professionals in a health care for employment interviews and for careers in health manage- foundation for any career in health care given the pervasiveness organization . For part-time students with full-time work experi- ment . Exercises include recorded video, consulting case studies, of information systems . Credit Hours: 3 ence in a health care organization, the internship experience dining simulations, and interactions with health care experts in should require the part-time student to perform duties or tasks in

342 343 a highly distinguishable capacity than their current full-time role the perspectives of various stakeholders: the patient, provider, and marketing, and assessment of outcomes and effectiveness HSM-656 Master’s Project I at their employer organization . There are a number of options industry and government . Credit Hours: 4 of planning and marketing efforts . As a result of this course, The overall goal of this course is to integrate quantitative for part-time students, who work full time, to complete the HSM students are able to discuss, assess and critically evaluate methods and health care management knowledge to address a internship degree requirement; the student’s academic adviser HSM-632 Statistics for Health Care Management marketing initiatives . Prerequisites: HSM-606, HSM-612 . Credit problem that is important to health care delivery, management and the internship director work with part-time students early in This course will cover important elements of biostatistics, includ- Hours: 2 or policy . In this course, students will design and conduct an their studies to plan an approach that meets the characteristics ing descriptive statistics, normality, hypothesis testing, paramet- applied quantitative research project that results in a high-qual- of an “ideal” Rush Internship and emphasizes the 10 “distin- ric and nonparametric analyses, and simple/multiple-linear and HSM-644 Health Care Managerial Finance & Seminar ity, compelling management report and two professional oral guishing competencies” plus the Professionalism competency . logistic regression . The overall goal is to develop students’ ability This course moves beyond basic financial accounting to how presentations to key stakeholders . The key components of this Demonstration of the Rush ICARE values is also expected . to apply appropriate statistics in enhancing health care manage- financial information is used to manage and make decisions . course include integrating and synthesizing information from During the first semester in the program, data management ment, promoting population health, and conducting health From the revenue perspective, students are expected to learn multiple sources; developing an appropriate research question; sessions will also build upon basic and intermediate Excel and research . Computerized statistical programs, i .e ,. SPSS/PAWS, and demonstrate an understanding of the way health care developing an appropriate research design and analysis plan; Access knowledge; data management skills are further strength- will be used in lectures and lab practice sessions . Prerequisite: providers are paid for services based on the source of payment integrating rigorous analytic methods with data management ened to handle real-world data challenges (i e. ,. domain and Undergraduate statistics . Credit Hours: 2 (Medicare, Medicaid, managed care) and the payment method- skills to analyze data; and interpreting quantitative or qualita- data understanding, data cleaning, data transformation, output ology . From a cost perspective, cost allocation methodologies tive results in light of the existing literature and best practices HSM-636 Quality, Safety & Operational Improvement in generation, and creating reports and dashboards) to facilitate as well as types of costs (e .g ., fixed, variable, semi-variable) will to provide new insight for health care management or policy . Health Care decision making . Credit Hours: 1 be taught . Case studies, in-class exams, and team presentations Prerequisites: HSM-606, HSM-610 or concurrently, HSM-626, This course provides students with the knowledge, skills and will be used to evaluate students’ competencies to assemble HSM-636, HSM-632, HSM-616 . Credit Hours: 3 HSM-626 HSM Part-Time Internship abilities needed to apply systems thinking, quantitative methods revenue and cost information to make strategic decisions and The standard HSM internship requires real-world work experi- and other tools to increase the capacity for quality and opera- construct budgets and business strategies . The examples used HSM-660 Master’s Project II ence in a health care organization . HSM part-time students are tional improvements in health care organizations . Improvement will focus on existing and emerging reimbursement trends that The overall goal of this course is to integrate quantitative almost always full-time working professionals in a health care of quality, safety, operational and financial outcomes is the are impacting health care organizations . Prerequisite: HSM-612 . methods and health care management knowledge to address a organization . For part-time students with full-time work experi- main role of the health care leader, and is a result of effective Credit Hours: 4 problem that is important to health care delivery, management ence in a health care organization, the internship experience understanding and use of data and insights, and motivating or policy . In this course, students will design and conduct an should require the part-time student to perform duties or tasks change among multidisciplinary stakeholders . Methodologies, HSM-648 Health Law & Ethics for Health Care Managers applied quantitative research project that results in a high-qual- in a highly distinguishable capacity than their current full-time tools and approaches to transform data into usable insights will This course is designed to introduce students to the legal, ity, compelling management report and two professional oral role at their employer organization . There are a number of be presented, including the effective use of metrics and dash- regulatory and ethical landscape applicable to the health care presentations to key stakeholders . The key components of this options for part-time students, who work full time, to complete boards . Students will appreciate the utility of these for analyzing industry . The topics include a variety of legal and ethical issues course include integrating and synthesizing information from the HSM internship degree requirement; the student’s academic systems, improving processes, and enhancing quality and patient that are relevant to the practice of health care administra- multiple sources; developing an appropriate research question; adviser and the internship director work with part-time students safety . Emphasis is placed on students’ abilities to work with tion, including regulatory and business law, fraud and abuse, developing an appropriate research design and analysis plan; early in their studies to plan an approach that meets the char- managers and clinicians to analyze problems, identify possible corporate governance, and organizational liability . Students integrating rigorous analytic methods with data management acteristics of an “ideal” Rush internship and emphasizes the 10 solutions, implement process improvements, and communicate will also consider the ethical issues underlying the fundamental skills to analyze data; and interpreting quantitative or qualita- “distinguishing competencies” plus the Professionalism compe- with stakeholders in nontechnical terms . The course uses a conflicts and decisions faced by health care managers, including tive results in light of the existing literature and best practices tency . Demonstration of the Rush ICARE values is also expected . combination of learning methods, including group discussion, identifying stakeholders, defining ethical conflicts, and propos- to provide new insight for health care management or policy . During the first semester in the program, data management multimedia, and operational projects . Challenging assignments ing multiple courses of action as well as the possible costs and Prerequisites: HSM-656, HSM-632, HSM-628, HSM-616 . Credit sessions will also build upon basic and intermediate Excel and in real health care settings — such as emergency department benefits of each . Credit Hours: 3 Hours: 2 Access knowledge; data management skills are further strength- throughput, operating room logistics, and mortality and compli- HSM-652 Health Policy ened to handle real-world data challenges (i e. ,. domain and cation improvements — give students the opportunity to apply HSM-664 Organizational Analysis & Change Leadership This course introduces students to the public policy and political data understanding, data cleaning, data transformation, output what they are learning . Prerequisite: HSM-606 . Credit Hours: 4 & Lifelong Learning environments that influence and shape the manner in which generation, and creating reports and dashboards) to facilitate This course is designed to increase students’ knowledge and HSM-640 Health Care Planning & Marketing health care is obtained and delivered in the United States . decision making . Credit Hours: 1 competencies in organizational analysis and leadership, with This course develops students’ understanding and appreciation More specifically, this course will examine the organization and a special emphasis on the transformative change taking place HSM-628 Health Care Economics & Payment Systems of the health care planning, communications and marketing financing of health care, politics, and the influence of Medicare in the health ecosystem . The course begins by helping students This course provides students with the fundamental economic processes . Through discussions, cases, teach-back of market- and Medicaid policies through the lens of contemporary health develop a solid conceptual understanding of organizational pro- concepts and theories underpinning the health care industry and ing and strategic planning concepts, and guest lecturers, topics policy issues . In addition to conceptual discussion, the course cesses from a socio-technical perspective, and gain experience the technical components of health care reimbursement and are covered around all aspects of planning and marketing . includes a variety of techniques to analyze and evaluate health in using this understanding to plan successful change efforts payment models . By the end of the semester, students will be These include frameworks for strategic thinking and planning, policy decisions and their implications for health care organiza- for individuals, teams and organizations . The course places able to evaluate, both at a conceptual and at an analytical level, consumer research, market segmentation, distribution and tions . Prerequisites: HSM-606 . Credit Hours: 2 particular emphasis on developing student skills in observa- arguments about how the markets for health care and health product strategies, advertising and promotion, mass commu- tion and reflection on individual behavior, group processes, and insurance work . This course takes a holistic look by evaluating nications/public relations, social media, referral development systems . The course draws on organizational and behavioral

344 345 theory, but emphasizes application through team-based learn- HSM-680 Topics in Health Systems Management: IDS-515 Geriatric Interdisciplinary Team Training IMM-525 Master’s Thesis Research in Immunology & ing, experiential exercises and reflection on the exercises . The Elective Principles of interdisciplinary team care are applied to the man- Microbiology course concludes with an emphasis on personal leadership and These elective courses provide students with the opportunity to agement of complex, geriatric patients in a variety of settings . This course is intended for students enrolled in the two-year lifelong learning, with a focus on helping students enhance their develop knowledge, skills and abilities for specialized areas of Guest faculty from medicine, nursing, social work and health immunology or microbiology master’s program . It involves self-awareness concerning strengths and development needs as health care management or in specific sectors of the health care sciences lead case study discussions . Permission of instructor . P/N laboratory research activities leading to the completion of a they relate to their career aspirations . Prerequisites: HSM-502 industry . Past electives have focused on topics such as interna- only . Credit Hours: 9 research-based manuscript in partial fulfillment of the master of and HSM-515 . Credit Hours: 4 tional health, facilities planning, technology assessment, health science degree . Credit Hours: variable care and the elderly, physician practice management and health HSM-668 Managerial Epidemiology care consulting . Elective . Credit Hours: 2 Immunology IMM-600 Laboratory Rotations in Immunology & This course emphasizes managerial epidemiologic principles Microbiology that health care managers use to inform strategic initiatives and HSM-684 Topics in Health Systems Management: IMM-505 Immunology This individual program acquaints the student with research to achieve optimal organizational performance . Topics include Elective Introduction to immunology with emphasis on basic concepts protocols and interests within the department . Credit Hours: basic epidemiological principles to understand disease, descrip- These elective courses provide students with the opportunity to and principles and on clinical consequences of deficient altered variable tive epidemiology, research designs, cost-effectiveness analysis, develop knowledge, skills and abilities for specialized areas of immune responses . Medical students only . community needs assessment, program planning and program health care management or in specific sectors of the health care IMM-610 Special Topics in Immunology & Microbiology IMM-507 Basic Immunology I evaluation . Prerequisite: HSM-632 . Credit Hours: 2 industry . Past electives have focused on topics such as interna- Detailed studies of contemporary topics in immunology and tional health, facilities planning, technology assessment, health Introduction to immunology, with emphasis placed on the microbiology are presented . Topics such as inflammation, host HSM-672 Capstone: Strategic Management of Health care and the elderly, physician practice management and health components, nature and organization of the immune system . defense, membrane structure and antigen presentation are Care Organizations care consulting . Elective . Credit Hours: 2 This course focuses on activation and regulation of the immune included . Credit Hours: variable This course provides students with opportunities to apply the response . Credit Hours: 1 fundamentals of strategic planning and marketing, economics, HSM-900 Independent Study IMM-615 Pre-Dissertation Research in Immunology & IMM-508 Basic Immunology II finance, information system, and operations acquired in previ- Specialized course work designed around the needs of an indi- Microbiology ous courses in the HSM curriculum to practical problems and vidual student . Credit Hours: variable A continuation of Basic Immunology I . This course focuses on Research credits prior to acceptance to doctoral candidacy . decisions faced by real health care organizations . Students apply clinical aspects of the immune response, such as the role in infec- Credit Hours: variable techniques of situational assessment, data analysis, strategy HSM-999 Continuous Enrollment tious disease and disease mechanisms arising from deficient and IMM-620 Doctoral Research in Immunology & development and problem solving . As the capstone course The requirement for continuous enrollment applies to all exaggerated immune responses . Credit Hours: 1 Microbiology for the HSM program, students are encouraged to integrate students admitted or readmitted for Fall 2015 or later . Doctoral IMM-510 Advanced Immunology I and refine their knowledge from all sources of learning in the students should follow program requirements for continuous Research credits after admission to candidacy . Credit Hours: Introduction to immunology, with emphasis placed on the HSM program to apply to business case studies . They conduct enrollment and degree completion . Students who have not variable components, nature, and organization of the immune system . strategic analyses and develop and present strategic recom- completed their degree requirements are required to maintain Prerequisite: IMM-507, IMM-508, IMM-509 or equivalent . Credit IMM-900 Independent Study in Immunology & mendations consistent with the mission, vision and values of an continuous enrollment through the college of their program Hours: 3 Microbiology organization under the guidance of a teaching team of senior until the degree is earned . Continuous enrollment courses are Credit Hours: variable health care managers . The result is an improved ability to think graduate-level courses set up by departments at Rush University IMM-515 Research Seminar for students who need to remain actively enrolled in the critically, identify strategic challenges, complete strategic analy- Seminar on contemporary topics in immunology, microbiology University while they finish their graduate work . Credit Hours: 1 ses for different business problems, and communicate clearly . and virology . Credit Hours: 1 Imaging Sciences Prerequisites: HSM-628, HSM-616, HSM-640, HSM-636 . Credit Hours: 2 IMM-520 Advanced Readings in Immunology, IS-302 Introduction to Patient Care II Interdisciplinary Studies Microbiology and Virology Continuation of IS-307 . An overview of the historical develop- HSM-676 Topics in Health Systems Management: IDS-505 Interdisciplinary Studies in Palliative Care In this course, students will choose, under the direction of the ment of radiography, and basic radiation protection . An intro- Elective faculty coordinator, one or more papers from the recent scientific duction to the many facets of allied health professions, including The purpose of this interdisciplinary web-based course is to edu- These elective courses provide students with the opportunity to literature and present it orally to the class . Presentations will types of health care professionals, medical ethics, medical cate graduate students about incorporating palliative care as an develop knowledge, skills and abilities for specialized areas of provide adequate background to the topic, explanation and terminology, patient assessment, infection control procedures, interdisciplinary approach to care for people with chronic, life- health care management or in specific sectors of the health care assessment of the relevant methodology employed, interpreta- emergency and safety procedures, communication and patient limiting illness across the lifespan and health-illness continuum industry . Past electives have focused on topics such as interna- tion of results, and discussion of the significance and validity of interaction skills, promotion of a safe clinical environment, and directly and/or indirectly into their discipline or area of practice tional health, facilities planning, technology assessment, health the conclusions . Each student will make at least one presentation basic pharmacology . Topics also include the patient’s right to through collaboration and coordination with those specializing care and the elderly, physician practice management and health per semester . Credit Hours: 1 privacy, confidentiality, documentation, team building, cultural in palliative care . The course addresses a recognized, grow- care consulting . Elective . Credit Hours: 2 issues, age-related concerns, and death and dying . This course is ing need in health care . P/N according to student’s program of intended to assist students in the understanding of the environ- study . Credit Hours: 2 ment encountered in clinical agencies . This course infers from

346 347 evidence-based medicine to promote the application of critical followed by general overview descriptions of specific pathologic Students will participate in online discussions and create IS-328 Vascular Interventional Technology thinking skills and clinical judgment . Prerequisite: Admission to processes . Students will use textbooks and Internet resources to interactive pathology presentations in this course . Prerequisite: This didactic course includes instruction on procedural angiog- the department . Entry-level MRI students . Credit Hours: 5 learn the cross-sectional anatomy, basic characteristics, clinical Admission to the department . Credit Hours: 5 raphy, including imaging of the heart, the pulmonary vascular features, and diagnostic tools including medical imaging proce- system, the thoracic aorta, central venous access procedures, IS-305 Introduction to Imaging Sciences dures . Credit Hours: 5 IS-324 Pharmacology and cardiac interventional, vascular interventional, and nonvas- This course focuses on specialized imaging sciences modalities . A study of pharmacodynamics, pharmacokinetics, medication cular interventional procedures . Each student will be working It includes concepts and theories of equipment operations and IS-314 Pathophysiology administration, drug categories, and implications in patient in either vascular interventional radiology or interventional their integration for medical diagnosis . The student will be intro- This course provides an in-depth application of the concepts of care . Emphasizes pharmaceuticals frequently used in medical cardiology . The course encourages students to combine theoreti- duced to the basics of the available advanced imaging modali- pathophysiology for the assessment and management of medi- imaging . This course is intended to provide imaging sciences cal knowledge with the practical experience they acquire while ties used in the assessment of anatomy and diagnosis of disease cal imaging patients . It emphasizes the characteristic manifesta- professionals the knowledge in all aspects of basic pharmacol- working in these clinical areas . Learning activities for this course processes . This course will provide instruction in the Imaging tions, pattern recognition, and image assessment of pathologies ogy . The purpose is to educate radiologic personnel in basic review and build upon pre-existing knowledge, such as human Sciences Program curricula to meet the needs of students for observed in medical images . This course investigates general pharmacology principles, therefore ensuring quality patient care . anatomy, physiology, pathology, patient care in radiography, and entry-level employment by providing an overview of diagnos- pathology and organ system pathology . It includes a brief review Prerequisite: Admission to the department . Credit Hours: 4 radiation protection . Credit Hours: 6 tic imaging, technological education and clinical practice . The of normal structure and function, followed by more in-depth student will be introduced to the basics of advanced imaging descriptions of specific pathologic processes . Students will use IS-325 Pharmacology & Radiologic Contrast Agents IS-331 Education modalities used in the assessment of anatomy and diagnosis of textbooks and Internet resources to learn the basic characteris- This course provides a study of pharmacodynamics, pharmacoki- This course will provide students with an introduction to basic disease processes . Prerequisite: Admission to the department . tics, etiology, pathogenesis, clinical features, and diagnostic tools netics, medication administration, drug categories, and implica- principles and techniques used in imaging sciences professional Entry-level MRI students . Credit Hours: 3 including medical imaging procedures, prognoses, and therapies tions in patient care . The course emphasizes pharmaceuticals education . This course will provide students with the knowledge for each of the specific pathologies . Students will participate in frequently used in medical imaging . This course is intended needed by health professionals who interact with other health IS-307 Introduction to Patient Care online discussions and create interactive pathology presenta- to provide imaging sciences professionals the knowledge in professionals and/or patients in educational settings including An overview of the historical development of radiography, and tions in this course . Credit Hours: 4 all aspects of basic pharmacology . The purpose is to educate professional development, higher education, patient education basic radiation protection . An introduction to the many facets radiologic personnel in basic pharmacology principles, ensuring or community education . Case studies will be presented . Topics of allied health professions, including types of health care IS-318 Patient Assessment quality patient care . Contrast media is used by most modali- include the imaging sciences professional’s role in education, professionals, medical ethics, medical 77terminology, patient Patient evaluation and implementation of evidence-based care ties of diagnostic imaging . This course is designed to provide patient education, in-service education, course design, cur- assessment, infection control procedures, emergency and safety plans will be described . Evidence-based practice and critical an in-depth understanding of different contrast medias used in riculum development and models, objectives and goals, lesson procedures, communication and patient interaction skills, pro- diagnostic thinking are reviewed and applied to the review of diagnostic imaging . A brief review of the historical development plan development, learning activities, use of media, teaching motion of a safe clinical environment, and basic pharmacology . the medical record, patient interview, physical assessment, and and evolution of contrast media is provided . Topics include uses, methods, development of presentations, testing and evaluation . Topics also include the patient’s right to privacy, confidential- evaluation of diagnostic studies . Assessments of oxygenation prevention of acute reactions, contrast-induced nephropathy, Credit Hours: 5 ity, documentation, team building, cultural issues, age-related and arterial blood gases are reviewed . Laboratory studies, renal adverse reaction and more . Students will follow weekly concerns, and death and dying . This course is intended to assist imaging studies, and ECG monitoring and interpretation are modules and/or use textbook and Internet resources to learn IS-336 MRI Physics students in the understanding of the environment encountered discussed . Pulmonary function testing, diagnostic bronchoscopy more about Contrast Media use, safety issues and Guideline . This course will provide the student with an introduction to the in clinical agencies . This course infers from evidence-based medi- and other diagnostic studies are also described . The student will Credit Hours: 3 field of MRI . Topics will include an overview of MRI history and cine to promote the application of critical thinking skills and integrate assessment findings in the development and evalu- development, fundamental principles of magnetism, safety in clinical judgment . Credit Hours: 3 ation of care plans for specific disease states and conditions . IS-327 Vascular Interventional Technology II MRI, equipment, terminology, and coils . This course will explain Credit Hours: 3 Continuation of IS-328 . This didactic course includes instruction in depth concepts of MRI physics . Topics will include basic prin- IS-310 Sectional Anatomy and Pathology on the history of angiography, medical and legal implications ciples of MRI, image weighting and contrast, tissue characteris- Radiology has been developing dramatically during the past IS-322 Pathophysiology II of angiographic procedures, pharmaceuticals and contrast tics, signal production, image formation, image acquisition and few years . With enhancements in magnetic resonance imag- A continuation of IS-314 . This course provides an in-depth appli- agents used in interventional radiology, patient care procedures, image production, pulse sequences, flow phenomena, artifacts ing (MRI), the role of the radiologic technologist has also been cation of the concepts of pathophysiology for the assessment quality control, angiographic equipment, and image enhance- in MRI, scanning parameters, contrast media administration, and changing . Skills in cross-sectional anatomy are important to help and management of medical imaging patients . It emphasizes ment techniques . This didactic course includes instruction on functional imaging techniques . Credit Hours: 5 the MRI technologist to identify the anatomy being imaged and the characteristic manifestations, pattern recognition, and image procedural angiography, including imaging of the heart, the to communicate effectively with the radiologist and physicians . assessment of pathologies observed in medical images . This pulmonary vascular system, the thoracic aorta, central venous IS-337 Computed Tomography (CT) Physics This class will provide you with the opportunity to expand your course investigates general pathology and organ system pathol- access procedures, and cardiac interventional, vascular interven- This course will provide the student with an in-depth review knowledge of body cross-sectional anatomy and its appearance ogy . It includes a brief review of normal structure and function, tional, and nonvascular interventional procedures . The course of the fundamental physical principles of computed tomogra- in CT and MRI images . This course provides an in-depth applica- followed by more in-depth descriptions of specific pathologic encourages students to combine theoretical knowledge with the phy (CT) . CT is a specialized imaging modality . The historical tion of cross-sectional anatomy for medical imaging . It empha- processes . Students will use textbooks and Internet resources practical experience they acquire while working in these clinical development and evolution of CT will be reviewed . Physics sizes the characteristic manifestations, pattern recognition, and to learn the basic characteristics, etiology, pathogenesis, clinical areas . Learning activities for this course review and build upon topics include x-radiation in forming the CT image, CT beam image assessment of pathologies observed in medical images . features, diagnostic tools including medical imaging procedures, pre-existing knowledge, such as human anatomy, physiology, attenuation, linear attenuation coefficients, tissue characteris- It includes a brief review of normal anatomy and structure, prognoses, and therapies for each of the specific pathologies . pathology, patient care in radiography, and radiation protection . tics and Hounsfield number application . Data acquisition and Prerequisite: Admission to the Department . Credit Hours: 5

348 349 manipulation techniques and image reconstruction algorithms procedures, preparation, orientation of the MRI room, positioning IS-450 MRI Physics information available to health care organizations . Credit will be also explained . This course will also provide students with and landmarks, patient history and assessment, types of contrast This didactic course is intended to provide a comprehensive Hours: 4 knowledge of quality control and instrumentational concepts . media and their usage, and scan parameters for brain, spine, overview of the physics and theory of operation of magnetic Credit Hours: 3 upper and lower extremity, female and male pelvis, abdominal, resonance imaging (MRI) systems . Students enrolled in this IS-456 Clinical Seminar II cardiac and breast imaging . MRI protocols vary from site to site course will define, describe and discuss the safety issues related Case presentations are required to integrate clinical practice IS-338 Advanced Radiation Biology and most often are dependent on the radiologist’s preference . to MRI; describe the physical components of an MRI scanner; and theory . This course will provide a review of medical imaging This course is directed to computed tomography (CT) and inter- Students will follow weekly modules and/or use textbook and review basic physics and mathematics related to MRI; discuss the with an emphasis on problem-solving and critical thinking in the ventional radiography students enrolled in the Imaging Sciences Internet resources to learn MRI protocols and positioning . Credit electromagnetic spectrum and its importance to MRI procedures; imaging track selected . Prerequisite: IS-448 . Credit Hours: 3 program . Content will include review and continuation of basic Hours: 4 define and describe vectors and diagram the net magnetic vec- IS-457P Clinical Practicum II radiobiology involved with radiography and advanced modalities . tor; define precession; state and discuss the Larmor equation; Supervised clinical experience in the imaging track selected . This It will address the radiobiological/biophysical events at the cellu- IS-447P Clinical Practicum I describe natural frequency and the principles of resonance; state course is designed so that the student gains the clinical experi- lar and subcellular levels . Analysis of factors influencing radiation Supervised clinical experience in the imaging track selected . This the work problems using the scan time formula; describe, define ence needed to function in an active imaging sciences depart- response of cells and tissues will be covered . Construction and course is designed so that the student gains the clinical experi- and discuss MRI pulse sequences and their clinical applications; ment and to document the needed clinical procedures . Each evaluation of radiobiological data on graphs, charts, and survival ence needed to function in an active imaging sciences depart- evaluate timing diagrams for MRI pulse sequences; discuss MRI clinical practicum requires 333 .33 hours in an assigned facility curves will be included . Relationships of time, dose, fractionation, ment and to document the needed clinical procedures . Each of instrumentation; describe and define MRI artifacts and their for supervised practice of acquired knowledge and skills . This volume and site as they apply to tissue response will be evalu- the three clinical practica will consist of 333 .33 hours (total of avoidance; and list and apply MRI scan parameters . Prerequisite: course will offer a review of medical imaging with an emphasis ated . The principles of radiation response modifiers, hyperther- 1000 hours) in an assigned facility for supervised practice of Admission to the department . Credit Hours: 3 mia, chemotherapy and their influence on biologic effects in acquired knowledge and skills . This course will provide a review on problem solving and critical thinking in the imaging track combination with radiation will be examined . Credit Hours: 3 of medical imaging with an emphasis on problem solving and IS-453 Computed Tomography Positioning and Protocols selected . Credit Hours: 6 critical thinking in the imaging track selected . Credit Hours: 6 Computed tomography is a specialized modality of diagnostic IS-458 Leadership IS-340 MRI Safety imaging . This course is designed to provide an understanding of This special topics course is designed to provide a basic introduc- This course provides an in-depth application of the health and IS-448 Clinical Seminar I proper protocols and positioning utilized to acquire appropriate tion to leadership by focusing on what it means to be a good safety concerns of MRI technology . Both theoretical and practical This course builds on the previous learning related to imaging imaging with patient history in mind . Anatomy and pathophysiol- leader . Emphasis in the course is on the practice of leadership . information will be covered . MRI physics bioeffects of static, sciences . This course will allow the students to engage in self- ogy are reviewed for appropriate protocol and contrast usage . The course will examine topics such as understanding the gradient, and radiofrequency electromagnetic fields will be directed study to prepare for the American Registry of Radiologic Protocol and positioning topics include basic overview of CT nature of leadership, recognizing leadership traits, developing covered as well as the risks associated with acoustic noise . Use Technologists (ARRT) by completing registry review board physics, patient communication and safety, radiation dose, indi- leadership skills, creating a vision, setting the tone, listening to of MRI during pregnancy, the design of an MRI facility to support modules . This course will provide the students the opportunity cations for procedures, preparation, orientation of the CT room, out-group members, handling conflict, overcoming obstacles, and safety, the procedures to screen patients and other individuals, to integrate the theory and clinical practice in order to meet the positioning and landmarks, patient history and assessment, types addressing ethics in leadership . Attention will be given to helping and the management of patients with claustrophobia, anxiety, complex needs of patients . ARRT registry review modules and of contrast media and their usage, and scan parameters . Imaging students to understand and improve their own leadership perfor- or emotional distress will be addressed . Review of the safety of case presentations will be completed . This course will provide a protocols for brain, chest, abdomen, spine and musculoskeletal mance . Credit Hours: 3 MRI contrast agents, use of ferromagnetic detection systems, review of medical imaging with an emphasis on problem solving imaging will be covered in this course . CT protocols vary from techniques for physiological monitoring, unique safety needs of and critical thinking in the imaging track selected . The course is site to site and most often are dependent on the radiologist’s IS-461 Sectional Anatomy and Pathology II interventional MRI centers, and administration of sedation and intended for senior students to prepare for the ARRT’s credential- preference . Credit Hours: 3 This is a continuation of IS-310 . Sectional anatomy, pathology anesthesia during MRI will be covered . Proper management of ing exam . Credit Hours: 3 and physiology as it relates to CT/MRI images will be covered . patients with metallic implants and complex electronically acti- IS-454 Health Care Ethics and Cultural Competence Basic terminology, instrumentation and safety of CT and MRI will vated devices, such as cardiac pacemakers and neuromodulation IS-449 Computed Tomography (CT) Positioning and This course covers ethical issues that allied health professionals be included . This is the second quarter of a two-quarter course . systems, will be covered . MRI safety policies and procedures will Protocols can expect to encounter during their education and career . It Prerequisite: Admission to the department . Credit Hours: 6 be reviewed for hospitals/medical centers, outpatient facilities, This course builds on the previous learning related to imaging covers such areas of concern as professionalism, cultural differ- sciences . This course will allow the students to engage in self- children’s hospitals, and research facilities . Finally, MRI standards ences, confidentiality, informed consent, responsible practice, IS-463 Research & Statistical Methods directed study to prepare for the American Registry of Radiologic and guidelines will be addressed for the United States . Credit handling mistakes, difficult cases, and key legal aspects of these An introduction to the methods of scientific research to include Technologists (ARRT) by completing registry review board Hours: 3 issues . The course will begin by helping the students understand research design and statistical analysis . Critical review of the modules . This course will provide the students the opportunity the value of diversity in our society and will allow the students components of research reports will be performed to include IS-444 Magnetic Resonance Imaging (MRI) Positioning to integrate the theory and clinical practice in order to meet the to engage in self-examination of their own beliefs, values and definition of the problem, review of the literature, research and Protocols complex needs of patients . ARRT registry review modules and biases . This will be followed by the dynamics involved when two design, data analysis and results . Credit Hours: 3 MRI is a specialized modality of diagnostic imaging . This course case presentations will be completed . This course will provide a cultures interact . Students will examine specific cultural charac- is designed to provide an understanding of proper protocols and review of medical imaging with an emphasis on problem solving teristics as they apply to health care and propose ways of adapt- IS-467P Clinical Practicum III positioning utilized to acquire appropriate imaging with patient and critical thinking in the imaging track selected . The course is ing diversity to the delivery of health care . The course will include Supervised clinical experience in the imaging track selected . history in mind . Anatomy and pathophysiology are reviewed for intended for senior students to prepare for the ARRT’s credential- an in-depth assessment of the Culturally and Linguistically This course is designed so that the student gains the clinical appropriate protocol and contrast usage . Protocol and position- ing exam . Credit Hours: 3 Appropriate Services (CLAS) standards and cultural competency experience needed to function in an active imaging sciences ing topics include a basic overview of MRI physics, indications for

350 351 department and to document the needed clinical procedures . The clinical specialty practicum will consist of 200 hours in an continuous enrollment through the college of their program to basic technical skills as well as a core set of topics in internal Each of the three clinical practica will consist of 333 .33 hours assigned facility for supervised practice of acquired knowledge until the degree is earned . Continuous enrollment courses are medicine . Required . Credit Hours: 8 (total of 1000 hours) in an assigned facility for supervised and skills . Credit Hours: 6 graduate-level courses set up by departments at Rush University practice of acquired knowledge and skills . This course provides a for students who need to remain actively enrolled in the MED-710 Subinternship: Internal Medicine review of medical imaging with an emphasis on problem solving IS-490 Cultural Competence and Communication University while they finish their graduate work . Credit Hours: 1 Students function at an advanced level, doing histories and and critical thinking in the imaging track selected . Credit IS-490 Cultural Competence and Communication is an upper- physical examinations, diagnostic evaluations, and initiation Hours: 6 level course for allied health professions students and other of appropriate therapy . There is close supervision by the staff interested students to facilitate an understanding of the role Internal Medicine of the Department of Internal Medicine . The course is primarily IS-468 Clinical Seminar III of cultural competence in the health care arena and explore intended for students desiring additional clinical experience in This course builds on the previous learning related to imaging the ethical and legal implications of this topic . The course will MED-EXM Core Clerkship: Internal Medicine - Exam internal medicine . Required in M4 year . Credit Hours: 4 sciences . This course will allow the students to engage in self- begin by helping the students understand the value of diversity Remediation directed study to prepare for the American Registry of Radiologic in our society and will allow the students to engage in self- Remediation of MED-703 Core Clerkship: Internal Medicine MED-711 Cardiovascular Medicine Technologists (ARRT) by completing registry review board examination of their own beliefs, values and biases . This will be through exam retake only . Includes the study of the diagnostic spectrum of cardiac modules . This course will provide the students the opportunity followed by the dynamics involved when two cultures interact . evaluation including bedside assessment, critical care cardiol- MED-REM Core Clerkship: Internal Medicine - Clinical to integrate the theory and clinical practice in order to meet the Students will examine specific cultural characteristics as they ogy, electrocardiography, electrophysiology, echocardiography, Weeks Remediation complex needs of patients . ARRT registry review modules and apply to health care and propose ways of adapting diversity to cardiac catheterization, coronary angiography, coronary care, case presentations will be completed . This course will provide a the delivery of health care . The course will include an in-depth Remediation of MED-703 Core Clerkship: Internal Medicine interventional cardiology, preventive cardiology and exercise review of medical imaging with an emphasis on problem solving assessment of the Culturally and Linguistically Appropriate through clinical weeks only . testing . Patient study is carried out under the direction of the clinical staff . Elective . and critical thinking in the imaging track selected . The course is Services (CLAS) standards and cultural competency information MED-7EI Medicine Individualized Elective intended for senior students to prepare for the ARRT’s creden- available to health care organizations . This syllabus is designed Students may receive credit for an individually arranged elective MED-712 Medical Intensive Care (MICU) tialing exam . Credit Hours: 3 for a 10-week quarter, including assignments, discussion board with a Rush faculty member . In order to receive credit for such This course provides experience in the recognition and man- participation and exams . Prerequisite: Admission to the depart- a rotation, the person to whom the student will be responsible agement of medical critical care issues, particularly the use of IS-471P Clinical Practicum IV ment . Credit Hours: 3 Supervised clinical experience at the leadership level in the must write a letter stating the student’s activities, responsibili- bedside hemodynamic monitoring, use of mechanical ventila- imaging track selected . Prerequisite: IS-467P . Credit Hours: 5 IS-999 Continuous Enrollment ties, amount of supervision, and specific dates of the rotation . tors, and management of cardiovascular, pulmonary, renal and The requirement for continuous enrollment applies to all The sponsoring faculty member must complete an evaluation endocrine emergencies . Patient care is carried out under the IS-473 Magnetic Resonance Imaging (MRI) Positioning students admitted or readmitted for Fall 2015 or later . Doctoral of the student’s performance at the conclusion of the elec- direction of the clinical staff . Elective . and Protocols II students should follow program requirements for continuous tive . Students must submit a proposal to the Office of Clinical MED-713 Cardiovascular Research Continuation of IS-444 . MRI is a specialized modality of diag- enrollment and degree completion . Students who have not Curriculum for approval at least eight weeks before the rotation The student’s program is individually planned with emphasis nostic imaging . This course is designed to provide an under- completed their degree requirements are required to maintain and must have written approval from the assistant dean of on understanding basic research techniques and completion standing of proper protocols and positioning utilized to acquire continuous enrollment through the college of their program until clinical education before beginning the rotation . Students may of a project with the goal of submitting an abstract and/or appropriate imaging with patient history in mind . Anatomy the degree is earned . Continuous enrollment courses are grad- receive four weeks of credit for an individually arranged elective . manuscript . The student will be assigned to a specific faculty and pathophysiology are reviewed for appropriate protocol uate-level courses set up by departments at Rush University for Credit for a maximum of only one individually arranged elective member based on individual interest . The research program of and contrast usage . Protocol and positioning topics include students who need to remain actively enrolled in the University will count toward graduation requirements . Elective . a basic overview of MRI physics, patient communication and the Section of Cardiology encompasses treatment and preven- while they finish their graduate work . Credit Hours: 1 MED-703 Core Clerkship: Internal Medicine MRI safety, indications for procedures, preparation, orientation tion of chronic heart failure, arrhythmias, and coronary artery of the MRI room, positioning and landmarks, patient history SLP-523L Instrumentation Lab The clerkship in internal medicine is designed to introduce disease; special interests include echocardiography, coronary and assessment, types of contrast media and their usage, and This is a lab course that focuses on hands-on learning of various students to the study and skills of clinical medicine . Through the intervention, and cardiac pharmacology . Students must submit a scan parameters . MRI protocols vary from site to site and most instruments that are routinely used in diagnosis and treatment of case study approach, students have the opportunity to evalu- proposal to the Office of Clinical Curriculum for approval at least often are dependent on the radiologist’s preference . Students speech and voice disorders in clinical and research settings . The ate and manage a variety of patients and their problems . In eight weeks before the rotation and must have written approval will follow weekly modules and or use textbook and Internet course will serve as an introduction to the use of digital technol- this manner, students can develop their skills in history taking from the Office of Clinical Curriculum before beginning the rota- resources to learn MRI protocols and positioning . Students will ogy to document assessment findings and provide outcome data and physical examination and will review pathophysiological tion . Elective . participate online with other students . Prerequisite: Admission to for clinicians . Credit Hours: 1 principles in caring for patients . Students will develop an under- MED-721 Endocrinology/Metabolism the department . Credit Hours: 3 standing of relationships between disease states and patient SLP-999 Continuous Enrollment hosts from the medical, social and emotional points of view . The Endocrine and metabolic disorders are studied under the direc- IS-481P Clinical Specialty Practicum The requirement for continuous enrollment applies to all ward team approach allows students the opportunity to actively tion of the clinical faculty . Regular didactic sessions, departmen- Supervised clinical experience in the imaging track selected . students admitted or readmitted for Fall 2015 or later . Doctoral work toward the goals of good patient care and the acquisi- tal conferences, and seminars supplement clinical work, which This course is designed so that the student gains the clinical students should follow program requirements for continuous tion of a solid foundation of medicine . Students are expected involves both outpatients and inpatients . Elective . experience needed to function in an active imaging sciences enrollment and degree completion . Students who have not to supplement their learning through a self-study program of department and to document the needed clinical procedures . completed their degree requirements are required to maintain learning objectives . This will provide the students with exposure

352 353 MED-724 Coronary Intensive Care Unit outpatient experience in both gastroenterology and hepatology is The course will focus on the social determinants of population potential to implement the project with mentorship from the This clerkship is designed for senior medical students desir- available once per week if desired . Elective . health, including the impact of environment, poverty, social teaching faculty in the future . Elective . ing advanced exposure to patients with acute cardiovascular structure and culture on health status and health care . The illness . The student will function at the sub-intern level and will MED-736 Hematology course will include on the epidemiology, diagnosis, treatment, MED-761 Medical Oncology be expected to admit anywhere from one to three patients per This course provides an intensive exposure to clinical hematology . control, and prevention of selected diseases of importance Patients seen by the section of medical oncology provide an day . Although night call is not required, it is expected that the Students meet with residents, fellows and a teaching-attending in underserved settings . Students will use this knowledge to ample and varied spectrum of oncological problems . Students student remain until their work is fully completed and sign-out hematologist daily for presentation and discussion of hospitalized develop a plan for working in disadvantaged communities study selected patients under the direction of members of the given to the intern on call . The student then will give formal hematology patients . Students work-up patients, present them providing primary health care, either locally or internationally . section . Various therapeutic approaches and complications presentations of patient histories and physicals at morning to the attending and participate in patient care with medical Students must have a faculty sponsor at Rush as well as a occurring in the course of the disease are discussed . The pro- rounds . Students are expected to be available for admitting and residents . Blood and bone marrow slides on the service patients physician at the site responsible for supervision of the students’ gram stresses the importance of the combined interdisciplinary rounding six days out of seven . The student will also be exposed are reviewed daily with attending hematologists using a teach- work . Students must complete the online curriculum and read- approach using the resources of the Departments of Surgery and to the full spectrum of bedside procedures performed in the ing (multi-headed) microscope . Bedside rounds follow the daily ing self-study prerequisites prior to departure for their work in Therapeutic Radiology, as well as those of the Departments of coronary care unit including pulmonary artery catheterization, presentation of cases . On Mondays, a multidisciplinary lymphoma the community and must submit a completed project within one Pathology and Nuclear Medicine . Elective . indwelling arterial line, and venous central catheter . Exposure to conference presents diagnostic and therapeutic aspects of the week of the completion of the elective . Elective . MED-771 Pulmonary Medicine placement of transvenous pacemakers and intra-aortic balloon malignant lymphomas . On Thursdays, a clinical conference is This elective will give the student exposure to the diagnosis pumps will also be part of the CICU experience . It is anticipated held in which a patient is presented and discussed in depth by MED-751 Rheumatology and management of patients with a wide variety of pulmonary that the experience in the coronary care unit will be rigorous . students, residents and faculty . A recent addition to this elective Students participate in all activities of the Section of disorders . The rotation concentrates primarily on inpatients at At the conclusion of the rotation, the student should be able is a daily self-learning session with a faculty member on a core Rheumatology, including patient care in clinics, inpatient con- Rush University Medical Center, but there is an opportunity to to understand the diagnosis and treatment of the full spectrum topic of hematology . Twenty of these topics cover the spectrum sultations, conferences and didactic sessions . A wide variety of work with outpatients in the Rush Center for Lung Diseases . The of cardiovascular illnesses including ischemic heart disease, of hematologic diseases . All conferences held by the Section of musculoskeletal conditions and connective tissue diseases are essentials of pulmonary physiology, the use and interpretation of advanced heart failure, shock, hypertensive heart disease, Hematology and Stem Cell Transplantation are available to the seen . Objectives include performance of musculoskeletal exams, pulmonary function testing, x-ray interpretation, and the provi- valvular heart disease, congenital heart disease and pericardial students on an optional basis . Elective . synovial fluid analysis, arthrocentesis, therapeutic injection of sion of mechanical ventilatory support are emphasized during disease . The student will also gain valuable experience in the joints and other structures, and the ability to formulate differen- MED-746 Infectious Disease the rotation . Elective . diagnosis and treatment of rhythm disturbances and in 12-lead tial diagnosis of rheumatic conditions and to formulate long- Students are exposed to a wide variety of acute and chronic electrocardiogram interpretation . The student will be respon- term management programs . An interdisciplinary approach relies infectious disease problems with emphasis on diagnostic and MED-777 Allergy/Immunology sible for all aspects of patient care under the supervision of on contributions of immunology, orthopedics, diagnostic radiol- therapeutic approaches . Teaching is conducted in a case-study This elective teaches the clinical approach to the problems of the physician team, which includes a full-time cardiovascular ogy, physiotherapy, and occupational therapy . The combined format in which students see new patients and present them to allergy, other immune-mediated diseases and immunodeficiency attending physician, a cardiovascular fellow, and internal medi- faculty and facilities of Rush Medical Center and John H . Stroger, the attending on consultation rounds . Rush and Stroger Hospitals in children and adults . Diagnosis and treatment of commonly cine residents and interns . It is also expected that the student Jr . Hospital of Cook County are utilized . Elective . have a joint fellowship training program in infectious disease . encountered IgE-mediated diseases (allergic rhinitis, asthma, participate in didactic conferences and attend all the cardiology Rush students will spend two weeks at Rush and two weeks at MED-755 Quality and Safety in the Hospital eczema and urticaria) as well as connective tissue diseases conferences throughout the rotation . Elective . John H . Stroger, Jr . Hospital of Cook County on the respective This course focuses on how inpatient medical care is provided and immunodeficiency syndromes are explained . Students are responsible for following medicine as well as pediatric inpa- MED-726 Nephrology Infectious Disease Consultative Services; visiting students will currently, things we do well and not so well as institutions tient consults at Rush University Medical Center and Stroger The clinical diagnosis and management of patients with acute spend all four weeks at Rush . In addition, students will attend and providers, the triggers for admission/discharge, the busi- Hospitals and reporting to the attending physician-on-service and chronic renal disease as well as various fluid, acid-base, and a weekly two-hour infectious disease conference at Rush and a ness model behind our current hospital practice, and how new for daily rounds . Allergy/immunology outpatient care is demon- electrolyte abnormalities are studied . In addition, the course is one-hour infectious disease conference at Stroger where they legislation is already shifting priorities and incentives for both strated at Fantus Clinic (part of the Stroger Hospital Ambulatory directed toward the proper interpretation of pathophysiologic may present cases . Elective . institutions and providers . The elective will consist of rotating Care Network) as well as the Allergy/Immunology Office at Rush findings and the practical clinical management of nephritic syn- on the Attending Directed Service at Rush, working one on one MED-747 Global and Community Medicine University Medical Center . Students also learn about skin testing drome, diabetic nephropathy, glomerulonephritis, chronic renal with a medical hospitalist during the day and participating in In this course students spend between two and four weeks in a techniques, spirometry, and immunological tests performed by failure and end-stage renal disease . Elective . didactics in the afternoons . Didactics will be interactive, focusing specific community defined by the student . The purpose of this on health policy, the business of medicine, new models of pro- the Rush Medical Laboratory . Teaching (basic science or clinical MED-732 Digestive Diseases elective is to provide students the opportunity to read and dis- viding care, basic statistics, defining and measuring high-quality lecture, journal club, research and chart review) conferences are The 4-week rotation in digestive diseases is divided into two cuss in the area of primary health care, as defined by the World care, and providing safe care in the hospital . Students will also held at Rush on Friday mornings . The attending physician-on- 2-week sessions: gastroenterology and hepatology . Students Health Organization (1978) . Students will obtain a framework attend morbidity and mortality conferences across different service and/or fellow-on-service also teach on daily rounds . A rotate on the Rush gastroenterology and hepatology inpatient for addressing common diseases in an underserved community disciplines, Department of Medicine Quality and Safety councils, pretest and final quiz are given to measure achievement as a services including liver transplant . Students actively participate setting from a clinical, epidemiologic and public health perspec- hospital-wide root cause analyses, and Department of Medicine basis for evaluation . Elective . tive . In addition to the didactic portion of the course, the student in consults, didactic lectures and bedside rounds . Students and Division of Hospital Medicine grand rounds . The experience attend all conferences including gastroenterology grand rounds, will spend two to four weeks in an underserved community or will culminate with students coming up with a blueprint for their conference, liver transplant conference and journal club . An developing country setting under the supervision of Rush faculty . own quality or safety project to improve care at Rush, with the

354 355 MED-781 Research in Medicine and management of cardiovascular, pulmonary, renal and MED-836 Hematology work, and chemical dependency support services . Didactic ses- Students may arrange research rotations individually with faculty endocrine emergencies . Patient care is carried out under the This course provides an intensive exposure to clinical hematol- sions include a one-hour weekly infectious disease conference at Rush . In order to receive credit for such a rotation, the person direction of the clinical staff . Elective . ogy . Students meet with residents, fellows and a teaching- at the Core Center and a two-hour clinical conference at Rush . to whom the student will be responsible must write a letter attending hematologist daily for presentation and discussion of Elective . describing the student’s activities, responsibilities, amount of MED-815 Clinical Palliative Care hospitalized hematology patients . Students work-up patients, supervision, and the specific dates of the rotation . Credit toward The student will see patients referred to the palliative care present them to the attending and participate in patient care MED-850 Short-Stay Telemetry Elective graduation is granted assuming that the research project is service in the inpatient, outpatient and home setting . The ser- with medical residents . Blood and bone marrow slides on the Students will get to see patients on their own and go over ongoing throughout the academic year . Students must submit vice sees approximately 50 patients per month in the inpatient service patients are reviewed daily with attending hematologists their presentations with senior residents and attending staff . a proposal to the Office of Clinical Curriculum for approval at setting, 10 to 15 patients per week in the outpatient clinic, using a teaching (multi-headed) microscope . Bedside rounds Chest x-rays and electrocardiograms are also reviewed with the least eight weeks before the rotation and must have written and two to three patients per week at home . The student will follow the daily presentation of cases . On Mondays, a multidisci- attending staff . Students will be exposed to the presentation approval from the Office of Clinical Curriculum before beginning be involved with a selected number of these patients . Palliative plinary lymphoma conference presents diagnostic and therapeu- and management of patients with chest pains, acute coronary the rotation . Research rotations are scheduled for a minimum medicine fellows provide teaching to the residents and medical tic aspects of the malignant lymphomas . On Thursdays, a clinical syndromes, congestive heart failure and various arrhythmias . All of four weeks of credit with the expectation that the full project students rotating on the service formally during didactic ses- conference is held in which a patient is presented and discussed patient orders will be supervised and co-signed by the house will extend beyond the formal course duration . Elective . sions, as well as serving as role models during direct patient in depth by students, residents and faculty . A recent addition to staff . Students will usually see two patients daily and follow care interactions and family meetings . Note: Preference is given this elective is a daily self-learning session with a faculty mem- their patients for the approximately 48-hour stay while they are MED-795 Geriatric Medicine to M4 students . Elective . ber on a core topic of hematology . Twenty of these topics cover on the observation unit . Students will be based on the telemetry This elective in geriatric medicine and palliative care draws the spectrum of hematologic diseases . All conferences held by units from Monday to Friday between the hours of 8 a .m . and 6 MED-821 Endocrinology/Metabolism upon a number of resources within the Rush system, including the Section of Hematology and Stem Cell Transplantation are p .m . Elective . Endocrine and metabolic disorders are studied under the direc- Rush University Senior Care and its practice sites and Johnston available to the students on an optional basis . Elective . R . Bowman Health Center . Students will learn about models of tion of the clinical faculty . Regular didactic sessions, depart- MED-851 Rheumatology care for older adults throughout the continuum of medical care . mental conferences, and seminars supplement clinical work, MED-847 Infectious Disease Externship Students participate in all activities of the Section of Under the supervision of the faculty of the Section of Geriatric which involves both outpatients and inpatients . Elective . As externs on the infectious disease inpatient ward, students Rheumatology including patient care in clinics, inpatient con- Medicine and Palliative Care, students will participate as part will act as daily care providers for newly admitted patients with sultations, conferences and didactic sessions . A wide variety of MED-826 Nephrology of an interdisciplinary team in evaluation and assessment of HIV/AIDS, most of whom have opportunistic infectious and/or musculoskeletal conditions and connective tissue diseases are The clinical diagnosis and management of patients with acute the medical, psychiatric and social needs of older adults in a malignancies requiring in-hospital diagnostic evaluation and seen . Objectives include performance of musculoskeletal exams, and chronic renal disease as well as various fluid, acid-base, variety of settings, which may include clinic, inpatient consults, therapy . Students will participate in daily multi-disciplinary team synovial fluid analysis, arthrocentesis, therapeutic injection of and electrolyte abnormalities are studied . In addition, the inpatient palliative care, and long-term care . The curriculum rounds that include an infectious disease attending, medicine joints and other structures, and the ability to formulate differen- course is directed toward the proper interpretation of patho- includes exposure to topics in core geriatric practice (geriatric house staff, a clinical pharmacist, and physician assistants (PAs) . tial diagnosis of rheumatic conditions and to formulate long- physiologic findings and the practical clinical management of syndromes, the application of the physiology of aging to the Students also may spend one-half day per week in the outpa- term management programs . An interdisciplinary approach relies nephrotic syndrome, diabetic nephropathy, glomerulonephritis, bedside, estimating life expectancy, etc ),. medical ethics, medical tient HIV clinic under the supervision of an infectious disease on contributions of immunology, orthopedics, diagnostic radiol- chronic renal failure and end-stage renal disease . Elective . economics, and medical and legal aspects of end-of-life care . physician . Didactic sessions include a weekly one-hour infectious ogy, physiotherapy, and occupational therapy . The combined faculty and facilities of Rush Medical Center and John H . Stroger, Weekly didactic sessions presented by section faculty comple- MED-828 Cardiology disease conference conducted at the Core Center, a two-hour Jr . Hospital of Cook County are utilized . Elective . ment clinical experiences . Elective . There is a daily half-hour long conference geared toward the clinical infectious disease conference held at Rush, and 12 fellows . Students are invited to attend any conferences for the lectures on HIV-related topics . Exposure to the microbiology lab MED-799 Combined Medicine/Pediatrics MED-861 Medical Oncology department of medicine residents (noon conferences three takes place during which the following topics are reviewed: HIV This elective is based at Lifetime Medical Associates, the conti- Patients seen by the Section of Medical Oncology provide an days per week) . Evaluation will be based on the student’s per- testing, blood cultures, mycobacterial testing, and susceptibili- nuity practice of the Rush Combined Internal Medicine/Pediatrics ample and varied spectrum of oncological problems . Students formance on rounds . Expectations will be discussed on the first ties . Elective . Residency Program . This integrated resident-faculty outpatient study selected patients under the direction of members of the day of the clerkship, and feedback will be ongoing . Elective . practice focuses on family-oriented primary care . Students spend MED-848 HIV Primary Outpatient Care section . Various therapeutic approaches and complications occurring in the course of the disease are discussed . The pro- the day working with common outpatient problems in patients MED-832 Digestive Diseases The Core Center provides comprehensive outpatient infectious gram stresses the importance of the combined interdisciplinary of all ages . In addition, students will gain experience in office During a four-week rotation, a thorough review of major gas- disease services . Founded by Rush and Cook County, the center approach using the resources of the Departments of Surgery and management, insurance issues, quality improvement, urgent trointestinal and hepatobiliary disorder topics will be provided is operated by the Cook County Bureau of Health Services . Therapeutic Radiology, as well as those of the Departments of care, and other areas important to general practice . Elective . by several education and interactive conferences . The student Students will learn about HIV primary care including HIV Pathology and Nuclear Medicine . Elective . will have a golden opportunity to see a variety of gastroin- counseling and testing; prevention, diagnosis and treatment of MED-812 Medical Intensive Care (MICU) opportunistic infections; and antiretroviral therapy . Experiences testinal endoscopic findings, including several extraordinary MED-872 Pulmonary Consultation Services This course provides experience in the recognition and man- will include adult, adolescent and pediatric HIV clinics; brief cases . The student will learn the approach and management of This rotation consists of inpatient pulmonary consults and agement of medical critical care issues, particularly the use of exposure to a walk-in sexually transmitted disease clinic; and gastrointestinal disorders as well as interpretation of labora- outpatient pulmonary clinics . Students will see patients on their bedside hemodynamic monitoring, use of mechanical ventilators, exposure to specialists in HIV dental, renal, cancer, hematology, tory tests and procedures . Elective . own and present/discuss them with the team . They see a variety and neurology specialty care, as well as mental health, social of new and follow-up patients . Students also attend pulmonary

356 357 rounds and conferences . The rotation consists of inpatient pul- Theory of ion-selective electrodes, osmometry, co-oximetry and substances . Third in a series of three courses . Theory of chro- differentiation of transudates and exudates . Prerequisite: monary consults and outpatient pulmonary clinics . Typical hours automated immunoassay analysis . Covers lipids, cardiac markers, matography and atomic absorption spectrophotometry . Covers Departmental permission . Credit Hours: variable are 7:30 a .m . to 5:00 p .m . Students will have weekends off . At hemoglobin degradation products, electrolytes, pH and blood therapeutic drug analysis, trace metals, endocrinology, vitamins, the end of the rotation, students will have met these specific gases . Includes correlation of data for selected disease states . toxicology, fetal/maternal testing and current trends . Includes MLS-320 Clinical Immunohematology educational objectives: (1) display an approach to history taking, Prerequisite: Departmental permission . Credit Hours: 3 correlation of data for selected disease states . Prerequisite: Blood group antigens and antibodies from the discoveries physical examination and interpretation of radiographic and Departmental permission . Credit Hours: variable of Landsteiner in 1900 to the present day are studied . Blood physiologic studies to allow accurate description of acute and MLS-303 Clinical Chemistry III banking procedures involved in drawing, testing, storing and chronic respiratory syndromes; (2) be able to classify respira- Biochemistry, analysis and application of clinically significant MLS-310 Hematology I transfusing whole blood and its components are discussed . The tory illnesses based on tempo and findings as acute, sub-acute chemical substances . Third in a series of three courses . Theory of This course is designed to introduce basic hematologic concepts laboratory section will deal with the basic blood bank proce- or chronic and categorize the illness as congenital or acquired, chromatography, trace/heavy metal analysis and identification of and clinical applications . These concepts and applications will dures including ABO grouping, RH typing, compatibility testing infectious, inflammatory, neoplastic or traumatic in nature; (3) toxins . Covers pharmacokinetics, therapeutic drug monitoring, be applied to the discussion of erythrocytes and leukocytes . and special antibody studies . Prerequisite: Departmental permis- demonstrate an organized approach to interpretation of chest endocrinology, toxicology, fetal/maternal testing and current Erythrocyte topics include venipuncture, complete blood counts sion . Credit Hours: 5 imaging; (4) demonstrate an organized approach to interpre- trends . Includes correlation of data for selected disease states . (CBCs), hemopoietic theory, erythrocyte metabolism and hemo- MLS-321 Clinical Immunology I tation of cardiorespiratory physiology; and (5) demonstrate Prerequisite: Departmental permission . Credit Hours: 3 globin synthesis, introduction to erythrocyte dyscrasias including An introduction to the basic concepts and terminology of proficiency in physical examination of the patient with lung anemias of various disease etiologies, hemoglobinopathies and MLS-306 Advanced Laboratory Fundamentals immunity including development, structure and function of the disease . Elective . thalassemias . Leukocyte topics include leukopoiesis, French- This course consists of a review of mathematical and labora- American-British (FAB) classifications of leukemias, leukocyte lymphoid systems; the basis of antigenicity; antibody structure; tory techniques followed by a comprehensive evaluation and dyscrasias of various etiologies and lymphomas of various methods of detection and measurement; mechanism of cellular Interprofessional additional advanced theory . An online medical vocabulary origins . Laboratory sessions included . Prerequisite: Departmental immunity; white cell function; hypersensitivity reactions; the competency is included . Prerequisite: Departmental permission . permission . Credit Hours: 5 complement system; and mechanisms of immune suppression IPE-502 Interprofessional Patient-Centered Teams Credit Hours: variable and tolerance . In the laboratory portion of the class, students This program will introduce students to the four MLS-311 Hematology II become familiar with the purpose, principles, performance Interprofessional Educational and Collaborative Practice (IPEC) MLS-307 Advanced Clinical Chemistry I This course is designed to introduce basic concepts in coagula- and interpretation of various serological tests used routinely domains: Values/Ethics, Roles/Responsibilities, Teams/Teamwork, This course consists of a review of clinical chemistry con- tion and hemostasis . Topics include megakaryopoiesis, hemo- in the clinical laboratory for the diagnosis of syphilis and other and Communication . Students will use experiential team-based cepts followed by a comprehensive evaluation and additional stasis, coagulation, and description and definitions of various infectious diseases, as well as autoimmune diseases such as learning to apply knowledge, skills, and values of the IPEC com- advanced theory in clinical chemistry . Component topics include coagulopathies of known and unknown etiologies . Prerequisite: rheumatoid arthritis and thyroiditis . Prerequisite: Departmental petencies . Credit Hours: 0 analysis and application of clinically significant chemical sub- Departmental permission . Credit Hours: 3 permission . Credit Hours: 3 stances . Theory, maintenance and operation of equipment such as pipetting devices, balances, centrifuges, spectrophotometers MLS-312 Body Fluid Analysis MLS-330 Microbiology Medical Laboratory Science and electrophoretic cells are included . Quality control and cor- Analysis of various body fluids with emphasis on the theory and This course focuses on the diagnostic procedures employed in relation of data for selected disease states is presented . Covers practice of clinical procedures . Component topics will include the clinical bacteriology laboratory, such as specimen collec- MLS-300 Laboratory Fundamentals proteins, carbohydrates and enzymes . Prerequisite: Departmental the analyses of urine, cerebral spinal fluid, synovial fluid, pleural tion and the isolation and identification of medically important Comprehensive instruction in laboratory mathematics, laboratory permission . Credit Hours: variable fluid, peritoneal fluid, pericardial fluid, feces, semen and the -dif bacteria . Mechanisms of antimicrobial activity and antibiotic techniques and safety . Medical terminology is included as an ferentiation of transudates and exudates . Laboratory component susceptibility testing are discussed . Laboratory activities online component . Prerequisite: Departmental permission . Credit MLS-308 Advanced Clinical Chemistry II included . Prerequisite: Departmental permission . Credit Hours: 5 familiarize the student with the colony morphology of clinically Hours: 2 This course consists of a review of clinical chemistry con- important bacteria and consist of learning procedures used in cepts followed by a comprehensive evaluation and additional MLS-317 Advanced Hematology the identification of bacteria isolates, including the gram stain MLS-301 Clinical Chemistry I advanced theory in clinical chemistry . Second in a series of three This course consists of a review of hematologic concepts fol- and various biochemical assays . These activities are then applied Biochemistry, analysis and application of clinically significant courses . Theory of ion-selective electrodes, immunoassay analy- lowed by a comprehensive evaluation and additional advanced to the identification of unknown bacterial isolates found in chemical substances . Theory, maintenance and operation of sis, chemistry and immunoassay automation platforms . Covers theory in clinical hematology including hematopoiesis, develop- patient specimens . Prerequisite: Departmental permission . Credit basic equipment such as pipetting devices, balances, centrifuges, lipids, nonprotein nitrogens, hemoglobin degradation products, ment, metabolism, kinetics and function of red cells, white cells Hours: 5 spectrophotometers and electrophoretic cells . Introduction to electrolytes, pH and blood gases . Includes correlation of data for and platelets and associated hematologic disorders . Prerequisite: quality control and correlation of data for selected disease selected disease states . Prerequisite: Departmental permission . Departmental permission . Credit Hours: variable MLS-331 Parasitology, Mycology and Virology states . Covers proteins, carbohydrates and enzymes . Course Credit Hours: variable This course provides clinical background in mycology, parasi- includes a laboratory component . Prerequisite: Departmental MLS-319 Advanced Body Fluid Analysis tology and virology . Emphasis is on the disease involved and permission . Credit Hours: 4 MLS-309 Advanced Clinical Chemistry III This course consists of a review of concepts in urinalysis and on diagnostic procedures used in the laboratory . The labora- This course consists of a review of clinical chemistry con- body fluid analysis followed by a comprehensive evaluation and tory portion consists of identification, specimen collection and MLS-302 Clinical Chemistry II cepts followed by a comprehensive evaluation and additional additional advanced theory . Component topics will include the processing of medically important viruses, fungi and parasites . Biochemistry, analysis and application of clinically significant advanced theory in clinical chemistry, including biochemis- analyses of urine, cerebral spinal fluid, synovial fluid, pleural Prerequisite: Departmental permission . Credit Hours: 4 chemical substances . Second in a series of three courses . try, analysis and application of clinically significant chemical fluid, peritoneal fluid, pericardial fluid, feces, semen and the

358 359 MLS-338 Advanced Microbiology MLS-366 Special Topics: Case Studies MLS-440 Medical Laboratory Science Seminar Topics include quality assurance, proficiency testing, method This course consists of a review of clinical microbiology concepts The student will analyze prepared case studies in areas of special This course is designed as a research seminar during which evaluation, establishing reference values, and predictive value followed by a comprehensive evaluation and additional advanced interest; answer questions regarding the case in the form of students and faculty present medical laboratory science research statistics . Common POCT devices will be described, and students theory in clinical microbiology including diagnostic procedures homework assignments and class discussions; and compose their topics for discussion . Various research designs, sampling tech- will learn how laboratory professionals ensure the competency employed in the clinical bacteriology laboratory, such as specimen own case studies with information from the literature, textbooks niques and data analysis methods are discussed . Prerequisite: of individuals performing POCT . The regulatory bodies involved collection and the isolation and identification of medically impor- and the Internet . Prerequisite: Departmental permission . Credit Departmental permission . Credit Hours: 2 in these processes will be introduced . Prerequisite: Departmental tant bacteria . Mechanisms of antimicrobial activity and antibiotic Hours: variable permission . Credit Hours: 3 susceptibility testing are discussed . Includes laboratory experi- MLS-447 Professional Development IV ences dealing with diagnostic tests performed in clinical activities MLS-368 Special Topics in Clinical Laboratory Sciences This course involves participation in a professional enrichment MLS-452 Regulatory and Professional Issues designed to familiarize the student with the colony morphology of An examination of contemporary professional issues in clinical project . Projects include, but are not limited to, the following: This course covers the history and impact of government and clinically important bacteria and consisting of learning procedures laboratory sciences . Content varies according to topics chosen practical experience at alternate sites in which medical labora- private controls on the quality and accessibility of laboratory used in the identification of bacteria isolates, including the gram by the instructor . Prerequisite: Departmental permission . Credit tory scientists work, such as local clinics, health centers, nursing services . Topics include OSHA, HIPAA, test reimbursement, direct stain and various biochemical assays . Prerequisite: Departmental Hours: variable homes, research facilities, various industrial firms and/or commu- access testing, professional certification, licensure, unionization permission . Credit Hours: variable nity hospitals; community activities such as presenting informa- and educational program accreditation . Students will examine MLS-413 Hematology Case Studies tion sessions to senior citizen groups, to various professional proposed state and federal legislation and learn ways to influ- MLS-339 Advanced Parasitology, Mycology and Virology Review of erythrocyte, leukocyte and coagulation disorders groups or at local association and club meetings; participation ence passage of good laboratory-related law . The professional/ This course consists of a review of clinical concepts followed by through the use of case studies . Critical thinking is used to ana- in the development of science fair projects and science fair judg- public image of the medical laboratory science profession will a comprehensive evaluation and additional advanced theory in lyze patient histories, clinical symptoms and significant laboratory ing at local area schools; areas of special research interests; and also be discussed . Prerequisite: Departmental permission . clinical mycology, parasitology and virology . Emphasis is on the findings . Prerequisite: MLS-311/MLS-511 . Credit Hours: 2 other areas chosen for their enrichment potential . Prerequisite: Credit Hours: 2 disease involved and on diagnostic procedures used in the labora- Departmental permission . Credit Hours: variable MLS-422 Clinical Immunology II tory . Includes laboratory experiences dealing with diagnostic tests MLS-453 Communications A continuation of MLS-321/MLS-521 . Topics include the immune and identification, specimen collection and processing of medically MLS-448 Professional Development V Interpersonal and organizational communication techniques for response and the laboratory testing related to measuring the important viruses, fungi and parasites . Prerequisite: Departmental This course involves various professional guest speakers from creating effective communication with subordinates, peers and immune response . The pathogenesis and laboratory diagnosis permission . Credit Hours: variable alternate sites in which medical laboratory scientists work, such managers . Consultation and project management techniques will of immunological disorders such as hypersensitivities, immune as industrial firms, specialty hospitals, research facilities, etc . be included . Prerequisite: Departmental permission . Credit MLS-344 Professional Development I deficiencies and autoimmunity will be discussed . Developing The professional will present to the students about their specific Hours: 2 This course introduces the student to the profession of clini- and solving case studies involving immune disorders will be an job, relating it to medical laboratory sciences . The purpose of cal laboratory science . The various professional, accrediting and important aspect of learning about these diseases . Prerequisites: these sessions is to inform the students of multiple profes- MLS-455 Laboratory Supervision and Education certifying organizations are discussed . Students learn about the MLS-330/MLS-530, MLS-331/MLS-531 . Credit Hours: 2 sional opportunities for medical laboratory scientists in addition Fundamentals of management and supervision including human profession from experienced clinical laboratory scientists . The past, to working in a traditional hospital laboratory . Prerequisite: resource management, finance and reimbursement, quality MLS-432 Infectious Disease Case Studies present and future of the profession are discussed, including pres- Departmental permission . Credit Hours: variable assessment and improvement, leadership, communication and This course will provide the student with the opportunity to ent and future trends in education and employment . Prerequisite: decision-making/judgment skills will be emphasized . Interactive analyze patient laboratory information in order to diagnose Departmental permission . Credit Hours: variable MLS-449 Professional Development VI sessions employing problem-based learning techniques help the infectious disease . The student will analyze prepared case Continuation of MLS-448/MLS-548 . Credit Hours: variable the student understand important leadership and management MLS-345 Professional Development II studies; answer questions regarding the case and the causative concepts . Prerequisite: Departmental permission . Credit Hours: 2 This course focuses on professional issues, professional conduct agent in the form of homework assignments and class discus- MLS-450 Laboratory Information and Automation and ethics . Students discuss various trends and factors that affect sions; and compose their own case study with information from Systems MLS-456 Clinical Laboratory Management the profession . An in-depth series of ethical issues and behavior are the literature, textbooks and the Internet . Prerequisite: MLS-321/ Presents an overview of total laboratory automation (TLA) Management of the clinical laboratory will be covered in this presented and analyzed . Scientific integrity and responsible conduct MLS-521 . Credit Hours: 2 systems and clinical laboratory information systems (LIS) course with topics to include operational aspects of the labora- are discussed . Prerequisite: Departmental permission . Corequisite: including system functionality, selection, installation, valida- tory, human resource management, financial considerations MLS-433 Molecular Techniques GCC-506 Biomedical Research Ethics . Credit Hours: variable tion, maintenance, security and interfaces . Topics include the of running a laboratory, error management, personality and The molecular biology course consists of an introduction to the electronic health record (EHR) and clinical information systems leadership styles, and crisis and disaster management . Students MLS-346 Professional Development III principles, methodologies and applications of molecular bio- that interface with the LIS . The purpose of selected hardware, will participate in interactive sessions designed to help them Students participate in professional enrichment projects . These logical procedures used in the clinical laboratories . Emphasis is the operating system and specialized software will be reviewed . understand and develop important leadership and management projects are divided into five areas that reflect the mission of Rush placed on the molecular biological procedures used in the identi- Prerequisite: Departmental permission . Credit Hours: 2 concepts . Prerequisite: Departmental permission . Credit Hours: 3 University Medical Center . These areas are patient care, education, fication of infectious agents that cause human disease and in the research, personal development and community health . The student detection of mutations resulting in neoplasm or congenital disor- MLS-451 Quality Issues in Medical Laboratory Science MLS-460 Research Seminar I will complete the assigned project as well as one of the elective ders . Laboratory component included . Prerequisite: Departmental This course presents methods and strategies to ensure qual- This course is designed to provide an introduction to various projects . Prerequisite: Departmental permission . Credit Hours: permission . Credit Hours: 4 ity testing in all types of laboratory settings including point of research methods ranging from highly quantitative to broad care testing (POCT) and physicians’ office laboratories (POLs) . qualitative approaches . Formulation of the research hypotheses variable

360 361 or questions, ethical issues, literature search techniques, the by the instructor . Prerequisite: Departmental permission . Credit probe analysis and other diagnostic procedures . Prerequisite: MLS-502 Clinical Chemistry II writing of the research proposal/final research report, and the Hours: variable Departmental permission . Credit Hours: variable Biochemistry, analysis and application of clinically significant dissemination of research findings are discussed . Statistics and chemical substances . Second in a series of three courses . interpretation of research findings are included . This course MLS-470P Clinical Practicum in Clinical Chemistry MLS-476P Clinical Practicum in Education Theory of ion-selective electrodes, osmometry, co-oximetry, and is designed to provide the first-time researcher with the skills The practicum builds upon the theoretical knowledge and Students will assist in the instruction of the student laboratory automated immunoassay analysis . Covers lipids, cardiac markers, to undertake research in areas of their choice . Prerequisite: techniques learned during year one in the MLS clinical chemistry sessions . They will work with the course director in the prepa- hemoglobin degradation products, electrolytes, pH and blood Departmental permission . Credit Hours: 2 laboratory and lecture courses . The rotation is designed to intro- ration and execution of laboratory experiments by first-year gases . Includes correlation of data for selected disease states . duce students to the working environment of a clinical chemistry students . Educational principles and curriculum planning skills will Credit Hours: 3 MLS-461 Research Seminar II laboratory and provide opportunities for students to work with be learned through online discussions and exercises . Prerequisite: Continuation of MLS-460/MLS-560 . Additional statistical state-of-the-art chemistry instrumentation and techniques . Departmental permission . Credit Hours: variable MLS-503 Clinical Chemistry III measures used in research data analysis are presented and Prerequisite: Departmental permission . Credit Hours: variable Biochemistry, analysis and application of clinically significant discussed . Students are expected to present research articles in MLS-477 Clinical Specialty Practicum chemical substances . Third in a series of three courses . Theory of the field of clinical laboratory science for discussion and critique . MLS-471P Clinical Practicum in Hematology Note: Graduate students will register for the master’s project in chromatography, trace/heavy metal analysis and identification Current researchers in various areas related to clinical labora- This course includes application of basic skills learned in place of the specialty practicum . The specialty practicum provides of toxins . Covers pharmacokinetics, therapeutic drug monitor- tory science present their research designs as examples of how hematology coursework . This is a clinical rotation through students with an opportunity to select a specific laboratory of ing, endocrinology, toxicology, fetal/maternal testing and current to plan and conduct research . Students will be introduced to the hospital hematology laboratory . Basic skills learned in the interest to them . Students spend four weeks developing advanced trends . Includes correlation of data for selected disease states . the institutional IRB requirements and will complete the online student laboratory are practiced . Instrumentation and advanced techniques and exploring the latest technology available in the Prerequisite: Departmental permission . Credit Hours: 3 training module on preparing for an IRB review . Ethical issues methodologies, special hematologic testing techniques, bone clinical laboratory . Areas may include bone marrow cell analysis, in health care-related research, conflicts of interest, intellectual marrow techniques and coagulation are included . Prerequisite: advanced genetics, advanced hematology, retrovirology and MLS-504 Clinical Chemistry I property issues, authorship and collaboration will be discussed . Departmental permission . Credit Hours: variable laboratory safety . Prerequisite: Departmental permission . Credit This course is designed to introduce students to clinical chemistry Prerequisite: Departmental permission . Credit Hours: 2 Hours: variable as used in medical laboratory science . The biochemistry, clini- MLS-472P Clinical Practicum in Microbiology I cal utility, and analysis of amino acids, proteins, carbohydrates, MLS-462 Research Seminar III Rotation through the clinical bacteriology laboratories . MLS-478P Patient Care Techniques lipids/lipoproteins, bilirubin and non-protein nitrogen-containing Continuation of MLS-461/MLS-561 . This course is tutorial based . Applications of basic skills learned in the student laboratory Techniques of specimen collection and phlebotomy are discussed molecules will be presented . Renal physiology along with the Students work with their major advisor and project committee are practiced . Instrumentation and advanced methodologies and practiced . Students will perform a minimum of 50 venipunc- chemical and cellular analysis of urine will also be presented . members to complete their master’s project for final defense . are emphasized . Prerequisite: Departmental permission . Credit ture procedures on in-house patients throughout the various Course content includes correlation of data and case studies for Prerequisite: Departmental permission . Credit Hours: 1 Hours: variable areas of the hospital and in the outpatient clinics . Pediatric and selected disease states . Credit Hours: 3 geriatric patients are included, as are general adult population MLS-466 Special Topics: Case Studies MLS-473P Clinical Practicum in Microbiology II patients . Procedures for specimen processing and ordering are MLS-505 Clinical Chemistry II The student will analyze prepared case studies in areas of Rotation through the specialty laboratories of clinical micro- learned . Procedures for specimen collection and handling with an This course continues with the biochemistry, analysis, and appli- special interest; answer questions regarding the case in the form biology including parasitology, anaerobes, mycobacteriology, emphasis on pre-analytical situations, documentation, transporta- cation of clinically significant chemical substances . Topics include of homework assignments and class discussions; and compose mycology and virology laboratories . Applications of basic skills tion requirements and infection control are covered in this course . enzyme kinetics and clinical application of enzyme levels, endo- their own case studies with information from the literature, text- learned in the student laboratory are practiced . Instrumentation Students will also learn about basic phlebotomy equipment and crinology, bone and mineral metabolism, cardiac markers, tumor books and the Internet . Prerequisite: Departmental permission . and advanced methodologies are emphasized . Prerequisite: techniques involved in specimen collection, including venipunc- markers, body water balance, electrolytes, pH and blood gases, Credit Hours: variable Departmental permission . Credit Hours: variable ture and capillary collection procedures on adult and children and testing for drugs of abuse and toxic alcohols . Course content populations . Prerequisite: Departmental permission . Credit Hours: includes the discussion of case reports and primary literature for MLS-474P Clinical Practicum in Immunohematology MLS-467 Comprehensive Review variable selected disease states . Credit Hours: 3 A comprehensive review of hematology, body fluids, clinical Rotation through the hospital blood bank laboratory . chemistry, laboratory mathematics, immunology, immunohe- Applications of basic skills learned in the student laboratory MLS-479 Clinical Practicum: Career Mobility MLS-506 Advanced Laboratory Fundamentals matology, molecular diagnostics and microbiology . This review are practiced . Instrumentation and advanced methodologies Rotation through the various diagnostic clinical laboratories . This course consists of a review of mathematical and laboratory course prepares students for the national certification exami- are emphasized . Prerequisite: Departmental permission . Credit Students will be evaluated on their skills and knowledge and will techniques followed by a comprehensive evaluation and addi- nations . At the completion of the review, all students take a Hours: variable complete the additional competencies required in the regular tional advanced theory . An online medical vocabulary compe- comprehensive examination . Successful passing of all sections program clinical practica . Prerequisite: Departmental permission . tency is included . Prerequisite: Departmental permission . Credit MLS-475P Clinical Practicum in Immunology and of the comprehensive examination is required for completion Credit Hours: variable Hours: variable Molecular Diagnostics of the course and for graduation . Prerequisite: Departmental Rotation through clinical immunology and molecular diagnostic permission . Credit Hours: 2 MLS-500 Laboratory Fundamentals MLS-507 Advanced Clinical Chemistry I laboratories . Applications of basic skills learned in the student Comprehensive instruction in laboratory mathematics, laboratory This course consists of a review of clinical chemistry concepts fol- MLS-468 Special Topics in Clinical Laboratory Sciences laboratory are practiced . Areas included are serology, histo- techniques and safety . Medical terminology is included as an lowed by a comprehensive evaluation and additional advanced An examination of contemporary professional issues in clinical compatibility typing, flow cytometry, karyotyping, molecular online component . Prerequisite: Departmental permission . Credit theory in clinical chemistry . Component topics include analysis laboratory sciences . Content varies according to topics chosen oncology, nucleic acid amplification, DNA sequencing, FISH Hours: 2 and application of clinically significant chemical substances .

362 363 Theory, maintenance and operation of equipment such as pipet- MLS-512 Body Fluid Analysis additional advanced theory . Component topics will include the hypersensitivities, immune deficiencies, and autoimmunity will ting devices, balances, centrifuges, spectrophotometers and Analysis of various body fluids with emphasis on the theory and analyses of urine, cerebral spinal fluid, synovial fluid, pleural fluid, be discussed . Solving case studies involving immune system electrophoretic cells are included . Quality control and correlation practice of clinical procedures . Component topics will include peritoneal fluid, pericardial fluid, feces, semen and the differen- disorders will be an important aspect of learning about these of data for selected disease states is presented . Covers proteins, the analyses of urine, cerebral spinal fluid, synovial fluid, pleural tiation of transudates and exudates . Prerequisite: Departmental diseases . Credit Hours: 3 carbohydrates and enzymes . Prerequisite: Departmental permis- fluid, peritoneal fluid, pericardial fluid, feces, semen and the -dif permission . Credit Hours: variable sion . Credit Hours: variable ferentiation of transudates and exudates . Laboratory component MLS-524 Clinical Immunohematology included . Prerequisite: Departmental permission . Credit Hours: 5 MLS-520 Clinical Immunohematology This course provides the student with the practical and theo- MLS-508 Advanced Clinical Chemistry II Blood group antigens and antibodies from the discoveries retical knowledge in whole blood collection, processing, and This course consists of a review of clinical chemistry con- MLS-513 Hematology Case Studies of Landsteiner in 1900 to the present day are studied . Blood transfusion that is necessary to work in a blood center or clinical cepts followed by a comprehensive evaluation and additional Review of erythrocyte, leukocyte and coagulation disorders banking procedures involved in drawing, testing, storing and transfusion service . Topics include red cell immunology, genet- advanced theory in clinical chemistry . Second in a series of three through the use of case studies . Critical thinking is used to ana- transfusing whole blood and its components are discussed . The ics, and membrane biochemistry; characteristics of human blood courses . Theory of ion-selective electrodes, immunoassay analy- lyze patient histories, clinical symptoms and significant labora- laboratory section will deal with the basic blood bank procedures group systems; serological testing systems; parentage testing; sis, chemistry and immunoassay automation platforms . Covers tory findings . Prerequisite: MLS-311/MLS-511 . Credit Hours: 2 including ABO grouping . RH typing, compatibility testing and red cell antibody detection and identification; pretransfusion lipids, nonprotein nitrogens, hemoglobin degradation products, special antibody studies . Prerequisite: Departmental permission . testing; quality management; blood product manufacturing electrolytes, pH and blood gases . Includes correlation of data for MLS-514 Hematology I Credit Hours: 5 including blood procurement, component preparation, and selected disease states . Prerequisite: Departmental permission . This course introduces hematologic concepts and clinical appli- donor infectious disease testing; transfusion medicine practice; Credit Hours: variable cations . Students will learn about venipuncture, complete blood MLS-521 Clinical Immunology I adverse effects of transfusion; and hemolytic disease of the fetus counts, hematopoiesis, erythrocyte metabolism, the synthesis An introduction to the basic concepts and terminology of and newborn (HDFN) . Credit Hours: 4 MLS-509 Advanced Clinical Chemistry III and function of hemoglobin, leukopoiesis, and differentiation of immunity including development, structure and function of the This course consists of a review of clinical chemistry con- leukocytes . After students learn about the normal aspects hema- lymphoid systems; the basis of antigenicity; antibody structure; MLS-525 Laboratory Fundamentals cepts followed by a comprehensive evaluation and additional tology, they will learn about the abnormalities associated with methods of detection and measurement; mechanism of cellular Concepts of laboratory mathematics (e .g ,. solutions, molarity, advanced theory in clinical chemistry, including biochemis- erythrocytes and leukocytes, such as anemias, hemoglobinopa- immunity; white cell function; hypersensitivity reactions; the com- dilutions, buffers and standard curves) and molecular tech- try, analysis and application of clinically significant chemical thies, thalassemias, and leukemias and lymphomas . Case studies plement system; and mechanisms of immune suppression and niques (e g. ., nucleic acid structure and function, amplification substances . Third in a series of three courses . Includes theory will be used to further students’ understanding of erythrocytes tolerance . In the laboratory portion of the class, students become and sequencing) will be covered extensively in this course . of chromatography and atomic absorption spectrophotometry . and leukocytes . Laboratory sessions included . Credit Hours: 6 familiar with the purpose, principles, performance and interpreta- The student will also get an introduction to the profession of Covers therapeutic drug analysis, trace metals, endocrinol- tion of various serological tests used routinely in the clinical labo- medical laboratory science with a discussion of the various ogy, vitamins, toxicology, fetal/maternal testing and current MLS-515 Hematology II ratory for the diagnosis of syphilis and other infectious diseases, professional, accrediting and certifying organizations along with trends . Includes correlation of data for selected disease states . The study of hematology is continued in this course in which as well as autoimmune diseases such as rheumatoid arthritis and a description of the past, present and future of the profession . Prerequisite: Departmental permission . Credit Hours: variable students learn about coagulation and hemostasis and extend thyroiditis . Prerequisite: Departmental permission . Credit Hours: 3 Professional behavior will be described, including plagiarism their knowledge of erythrocytes and leukocytes to the analy- prevention, service to the community and profession, and diver- MLS-510 Hematology I sis of body fluids other than blood . Students will learn about MLS-522 Clinical Immunology II sity and inclusion . In the laboratory, students will learn basic This course is designed to introduce basic hematologic concepts megakaryopoiesis, hemostasis, coagulation, and coagulopathies . A continuation of MLS-321/MLS-521 . Topics include the immune laboratory techniques, such as use of a microscope, pipetting, and clinical applications . These concepts and applications will In addition, the chemical and cellular analyses of the following response and the laboratory testing related to measuring the spectrophotometry, urinalysis, quality control, and the isolation be applied to the discussion of erythrocytes and leukocytes . fluids will be discussed: cerebral spinal, synovial, pleural, perito- immune response . The pathogenesis and laboratory diagnosis and characterization of DNA and RNA . Laboratory safety will be Erythrocyte topics include venipuncture, complete blood counts neal, pericardial, and seminal, as well as fecal analysis . Finally, of immunological disorders such as hypersensitivities, immune introduced in this course . Medical terminology is included as an (CBCs), hemopoietic theory, erythrocyte metabolism and hemo- students will learn how to differentiate between transudates deficiencies and autoimmunity will be discussed . Developing online component . Credit Hours: 6 globin synthesis, introduction to erythrocyte dyscrasias including and exudates as well the clinical significance of those analyses . and solving case studies involving immune disorders will be an anemias of various disease etiologies, hemoglobinopathies and Credit Hours: 3 important aspect of learning about these diseases . Prerequisites: MLS-530 Microbiology thalassemias . Leukocyte topics include leukopoiesis, French- MLS-330/MLS-530, MLS-331/MLS-531 . Credit Hours: 2 This course focuses on the diagnostic procedures employed in American-British (FAB) classifications of leukemias, leukocyte MLS-517 Advanced Hematology the clinical bacteriology laboratory, such as specimen collec- dyscrasias of various etiologies and lymphomas of various This course consists of a review of hematologic concepts fol- MLS-523 Clinical Immunology tion and the isolation and identification of medically important origins . Laboratory sessions included . Prerequisite: Departmental lowed by a comprehensive evaluation and additional advanced An introduction to the basic concepts and terminology of immu- bacteria . Mechanisms of antimicrobial activity and antibiotic permission . Credit Hours: 5 theory in clinical hematology including hematopoiesis, devel- nity is covered in this course, including development, structure, susceptibility testing are discussed . Laboratory activities opment, metabolism, kinetics, and function of red cells, white and function of the lymphoid system; the basis of antigenic- familiarize the student with the colony morphology of clinically MLS-511 Hematology II cells, and platelets and associated hematologic disorders . P/N ity; antibody structure, production, and function; mechanisms important bacteria and consist of learning procedures used in This course is designed to introduce basic concepts in coagula- grading . Credit Hours: 2 of cellular and humoral immunity; the complement system; the identification of bacteria isolates, including the gram stain tion and hemostasis . Topics include megakaryopoiesis, hemo- and mechanisms of immune suppression and tolerance . Topics and various biochemical assays . These activities are then applied MLS-519 Advanced Body Fluid Analysis stasis, coagulation, and description and definitions of various also include the immune response and the laboratory testing to the identification of unknown bacterial isolates found in coagulopathies of known and unknown etiologies . Prerequisite: This course consists of a review of concepts in urinalysis and related to measuring the immune response . The pathogenesis patient specimens . Prerequisite: Departmental permission . Credit Departmental permission . Credit Hours: 3 body fluid analysis followed by a comprehensive evaluation and and laboratory diagnosis of immunological disorders such as Hours: 5

364 365 MLS-531 Parasitology, Mycology and Virology MLS-538 Advanced Microbiology MLS-544 Professional Development I MLS-549 Professional Development VI This course provides clinical background in mycology, parasitol- This course consists of a review of clinical microbiology concepts This course introduces the student to the profession of clini- Continuation of MLS-448/MLS-548 . Credit Hours: variable ogy and virology . Emphasis is on the disease involved and on followed by a comprehensive evaluation and additional advanced cal laboratory science . The various professional, accrediting and diagnostic procedures used in the laboratory . The laboratory por- theory in clinical microbiology including diagnostic procedures certifying organizations are discussed . Students learn about the MLS-550 Laboratory Information and Automation tion consists of identification, specimen collection and processing employed in the clinical bacteriology laboratory, such as specimen profession from experienced clinical laboratory scientists . The past, Systems of medically important viruses, fungi and parasites . Prerequisite: collection and the isolation and identification of medically impor- present and future of the profession are discussed, including pres- Presents an overview of total laboratory automation (TLA) Departmental permission . Credit Hours: 4 tant bacteria . Mechanisms of antimicrobial activity and antibiotic ent and future trends in education and employment . Prerequisite: systems and clinical laboratory information systems (LIS) susceptibility testing are discussed . Includes laboratory experi- Departmental permission . Credit Hours: variable including system functionality, selection, installation, valida- MLS-532 Infectious Disease Case Studies ences dealing with diagnostic tests performed in clinical activities tion, maintenance, security and interfaces . Topics include the This course will provide the student with the opportunity to designed to familiarize the student with the colony morphology of MLS-545 Professional Development II electronic health record (EHR) and clinical information systems analyze patient laboratory information in order to diagnose the clinically important bacteria and consisting of learning procedures This course focuses on professional issues, professional conduct that interface with the LIS . The purpose of selected hardware, infectious disease . The student will analyze prepared case studies; used in the identification of bacteria isolates, including the gram and ethics . Students discuss various trends and factors that affect the operating system and specialized software will be reviewed . answer questions regarding the case and the causative agent in stain and various biochemical assays . Prerequisite: Departmental the profession . An in-depth series of ethical issues and behavior Prerequisite: Departmental permission . Credit Hours: 2 the form of homework assignments and class discussions; and permission . Credit Hours: variable are presented and analyzed . Scientific integrity and responsible compose their own case study with information from the litera- conduct are discussed . Prerequisite: Departmental permission . MLS-551 Quality Issues in Medical Laboratory Science ture, textbooks and the Internet . Prerequisite: MLS-321/MLS-521 . MLS-539 Advanced Parasitology, Mycology and Virology Corequisite: GCC-506 Biomedical Research Ethics . Credit Hours: This course presents methods and strategies to ensure quality Credit Hours: 2 This course consists of a review of clinical concepts followed by variable testing in all types of laboratory settings including point of care a comprehensive evaluation and additional advanced theory in testing (POCT) and physicians’ office laboratories (POLs) . Topics MLS-546 Professional Development III MLS-533 Molecular Techniques clinical mycology, parasitology and virology . Emphasis is on the include quality assurance, proficiency testing, method evalua- The molecular biology course consists of an introduction to the disease involved and on diagnostic procedures used in the labora- Students participate in professional enrichment projects . These tion, establishing reference values, and predictive value statistics . principles, methodologies and applications of molecular biological tory . Includes laboratory experiences dealing with diagnostic tests projects are divided into five areas that reflect the mission of Rush Common POCT devices will be described, and students will learn procedures used in the clinical laboratories . Emphasis is placed on and identification, specimen collection and processing of medically University Medical Center . These areas are patient care, educa- how laboratory professionals ensure the competency of individu- the molecular biological procedures used in the identification of important viruses, fungi and parasites . Prerequisite: Departmental tion, research, personal development and community health . The als performing POCT . The regulatory bodies involved in these infectious agents that cause human disease and in the detec- permission . Credit Hours: variable student will complete the assigned project as well as one of the processes will be introduced . Prerequisite: Departmental permis- tion of mutations resulting in neoplasm or congenital disorders . elective projects . Prerequisite: Departmental permission . Credit sion . Credit Hours: 3 Laboratory component included . Prerequisite: Departmental MLS-540 Medical Laboratory Science Seminar Hours: variable permission . Credit Hours: 4 This course is designed as a research seminar during which MLS-552 Regulatory and Professional Issues MLS-547 Professional Development IV students and faculty present medical laboratory science research This course covers the history and impact of government and Course involves participation in a professional enrichment project . MLS-534 Clinical Microbiology I topics for discussion . Various research designs, sampling tech- private controls on the quality and accessibility of laboratory Projects include, but are not limited to, the following: practical This course focuses on the diagnostic procedures employed in niques and data analysis methods are discussed . Prerequisite: services . Topics include OSHA, HIPAA, test reimbursement, direct experience at alternate sites in which medical laboratory scientists the clinical bacteriology laboratory, such as specimen collec- Departmental permission . Credit Hours: 2 access testing, professional certification, licensure, unionization tion and the cultivation, isolation and identification of medically work, such as local clinics, health centers, nursing homes, research and educational program accreditation . Students will examine important bacteria . Mechanisms of antimicrobial activity and MLS-542 Research in MLS facilities, various industrial firms and/or community hospitals; proposed state and federal legislation and learn ways to influ- antibiotic susceptibility testing are discussed in depth . Laboratory Completion of a research project provides the graduate student community activities such as presenting information sessions to ence passage of good laboratory-related law . The professional/ activities familiarize the student with the appearance and colony with the opportunity to participate in the design, implementation, senior citizen groups, to various professional groups or at local public image of the medical laboratory science profession will morphology of clinically important bacteria and consist of learning analysis and reporting of original research in medical labora- association and club meetings; participation in the development of also be discussed . Prerequisite: Departmental permission . Credit procedures used in the identification of bacterial isolates, includ- tory science (MLS) or translational research related to MLS . With science fair projects and science fair judging at local area schools; Hours: 2 ing the gram stain and various biochemical and molecular assays . the guidance of a research advisor, the graduate student will be areas of special research interests; and other areas chosen for These activities are then applied to the identification of unknown involved in the planning and execution of a project as well as gen- their enrichment potential . Prerequisite: Departmental permission . MLS-553 Communications bacterial isolates found in patient specimens . Credit Hours: 6 erate analyzable data that can be published in a primary journal . Credit Hours: variable Interpersonal and organizational communication techniques for Students can undertake projects in any discipline within the scope creating effective communication with subordinates, peers and MLS-548 Professional Development V MLS-535 Clinical Microbiology II of the field of MLS with the support of their chosen research advi- managers . Consultation and project management techniques This course involves various professional guest speakers from In this course, students will learn about the acquisition, disease, sor as well as the MLS faculty . Credit Hours: 6 will be included . Prerequisite: Departmental permission . Credit and identification of fungi (yeasts and molds), eukaryotic para- alternate sites in which medical laboratory scientists work, such as Hours: 2 sites, and obligate intracellular organisms including viruses and MLS-543 Research in MLS II industrial firms, specialty hospitals, research facilities, etc . The pro- bacteria . Emphasis is on the diagnostic procedures used in the This course is a continuation of MLS-542 Research in MLS . The stu- fessional will present to the students about their specific job, relat- MLS-555 Laboratory Supervision and Education clinical laboratory to isolate and identify these organisms . Digital dent will complete the analysis of data generated during the first ing it to medical laboratory sciences . The purpose of these sessions Fundamentals of management and supervision including human microscopy will be used to supplement lectures such that students course and complete a written manuscript and final oral defense in is to inform the students of multiple professional opportunities for resource management, finance and reimbursement, quality will learn the morphology of fungi and parasites in particular . culmination of the requirements for the degree . Credit Hours: 2 medical laboratory scientists in addition to working in a traditional assessment and improvement, leadership, communication and Credit Hours: 3 hospital laboratory . Prerequisite: Departmental permission . Credit decision-making/judgment skills will be emphasized . Interactive Hours: variable

366 367 sessions employing problem-based learning techniques help in health care-related research, conflicts of interest, intellectual MLS-567 Comprehensive Review MLS-574P Clinical Practicum in Immunohematology the student understand important leadership and management property issues, authorship and collaboration will be discussed . A comprehensive review of hematology, body fluids, clinical Rotation through the hospital blood bank laboratory . concepts . Prerequisite: Departmental permission . Credit Hours: 2 Prerequisite: Departmental permission . Credit Hours: 2 chemistry, laboratory mathematics, immunology, immunohe- Applications of basic skills learned in the student laboratory matology, molecular diagnostics and microbiology . This review are practiced . Instrumentation and advanced methodologies MLS-556 Clinical Laboratory Management MLS-562 Research Seminar III course prepares students for the national certification exami- are emphasized . Prerequisite: Departmental permission . Credit Management of the clinical laboratory will be covered in this Continuation of MLS-461/MLS-561 . This course is tutorial based . nations . At the completion of the review, all students take a Hours: variable course with topics to include operational aspects of the labora- Students work with their major advisor and project committee comprehensive examination . Successful passing of all sections tory, human resource management, financial considerations members to complete their master’s project for final defense . of the comprehensive examination is required for completion MLS-575P Clinical Practicum in Immunology and of running a laboratory, error management, personality and Prerequisite: Departmental permission . Credit Hours: 1 of the course and for graduation . Prerequisite: Departmental Molecular Diagnostics leadership styles, and crisis and disaster management . Students permission . Credit Hours: 2 Rotation through clinical immunology and molecular diagnostic MLS-563 Master’s Project I will participate in interactive sessions designed to help them laboratories . Applications of basic skills learned in the student understand and develop important leadership and management The first part in planning and conducting the required master’s MLS-568 Special Topics in Clinical Laboratory Sciences laboratory are practiced . Areas included are serology, histo- concepts . Prerequisite: Departmental permission . Credit Hours: 3 degree research project . Students are expected to begin formula- An examination of contemporary professional issues in clinical compatibility typing, flow cytometry, karyotyping, molecular tion of their research questions and to complete their review of laboratory sciences . Content varies according to topics chosen oncology, nucleic acid amplification, DNA sequencing, FISH MLS-558 Marketing and Negotiations the literature . Student projects are designed in various areas of by the instructor . Prerequisite: Departmental permission . Credit probe analysis and other diagnostic procedures . Prerequisite: Vendor relations, contract negotiations, product cost analysis and the clinical laboratories and focus on clinical testing, management Hours: variable Departmental permission . Credit Hours: variable marketing strategies will be discussed . Students will have the and supervision issues . Students are required to formally present opportunity to become involved in actual contract negotiations the results of their projects to the faculty and student body and MLS-570P Clinical Practicum in Clinical Chemistry MLS-576P Clinical Practicum in Education and marketing of laboratory services . Prerequisite: Departmental are encouraged to publish their results . Prerequisite: Departmental The practicum builds upon the theoretical knowledge and Students will assist in the instruction of the student laboratory permission . Credit Hours: variable permission . Credit Hours: variable techniques learned during year one in the MLS clinical chemistry sessions . They will work with the course director in the prepa- laboratory and lecture courses . The rotation is designed to intro- ration and execution of laboratory experiments by first-year MLS-559 Issues in Pathology MLS-564 Master’s Project II duce students to the working environment of a clinical chemistry students . Educational principles and curriculum planning skills Workflow analysis and clinical experience in an anatomical Continuation of MLS-563 . At the completion of this course, the laboratory and provide opportunities for students to work with will be learned through online discussions and exercises . pathology laboratory . This will include anatomical pathology, student should be ready to present their research proposal to state-of-the-art chemistry instrumentation and techniques . Prerequisite: Departmental permission . Credit Hours: variable cytology and histology . Management issues unique to these their committee for the preliminary defense and to begin and Prerequisite: Departmental permission . Credit Hours: variable areas will be discussed and studied . Management and supervi- complete the data collection phase of their research . Student MLS-578P Patient Care Techniques sion issues unique to these areas will be examined . Prerequisite: projects are designed in various areas of the clinical laboratories MLS-571P Clinical Practicum in Hematology Techniques of specimen collection and phlebotomy are dis- Departmental permission . Credit Hours: variable and focus on clinical testing, management and supervision issues . This course includes application of basic skills learned in cussed and practiced . Students will perform a minimum of Students are required to formally present the results of their hematology coursework . This is a clinical rotation through 50 venipuncture procedures on in-house patients throughout MLS-560 Research Seminar I projects to the faculty and student body and are encouraged to the hospital hematology laboratory . Basic skills learned in the the various areas of the hospital and in the outpatient clinics . This course is designed to provide an introduction to various publish their results . Prerequisite: Departmental permission . Credit student laboratory are practiced . Instrumentation and advanced Pediatric and geriatric patients are included, as are general adult research methods ranging from highly quantitative to broad qual- Hours: variable methodologies, special hematologic testing techniques, bone population patients . Procedures for specimen processing and itative approaches . Formulation of the research hypotheses or marrow techniques and coagulation are included . Prerequisite: ordering are learned . Procedures for specimen collection and questions, ethical issues, literature search techniques, the writing MLS-565 Master’s Project III Departmental permission . Credit Hours: variable handling with an emphasis on pre-analytical situations, docu- of the research proposal/final research report, and the dissemina- Continuation of MLS-564 . During this phase, the research report mentation, transportation requirements and infection control are tion of research findings are discussed . Statistics and interpreta- is completed and the final defense of the project takes place . MLS-572P Clinical Practicum in Microbiology I covered in this course . Students will also learn about basic phle- tion of research findings are included . This course is designed Student projects are designed in various areas of the clinical Rotation through the clinical bacteriology laboratories . botomy equipment and techniques involved in specimen collec- to provide the first-time researcher with the skills to undertake laboratories and focus on clinical testing, management and Applications of basic skills learned in the student laboratory tion, including venipuncture and capillary collection procedures research in areas of their choice . Prerequisite: Departmental supervision issues . Students are required to formally present the are practiced . Instrumentation and advanced methodologies on adult and children populations . Prerequisite: Departmental permission . Credit Hours: 2 results of their projects to the faculty and student body and are are emphasized . Prerequisite: Departmental permission . Credit permission . Credit Hours: variable encouraged to publish their results . Prerequisite: Departmental Hours: variable MLS-561 Research Seminar II permission . Credit Hours: variable MLS-580P Clinical Practicum - Chemistry Continuation of MLS-460/MLS-560 . Additional statistical MLS-573P Clinical Practicum in Microbiology II This course builds upon the theoretical knowledge and tech- measures used in research data analysis are presented and MLS-566 Special Topics: Case Studies Rotation through the specialty laboratories of clinical micro- niques learned in the Clinical Chemistry courses in that stu- discussed . Students are expected to present research articles in The student will analyze prepared case studies in areas of special biology including parasitology, anaerobes, mycobacteriology, dents will directly see how the analyses of clinical chemistry the field of clinical laboratory science for discussion and critique . interest; answer questions regarding the case in the form of mycology and virology laboratories . Applications of basic skills are applied to the diagnosis and management of the patient . Current researchers in various areas related to clinical labora- homework assignments and class discussions; and compose their learned in the student laboratory are practiced . Instrumentation Students spend time in the clinical chemistry laboratory expe- tory science present their research designs as examples of how own case studies with information from the literature, textbooks and advanced methodologies are emphasized . Prerequisite: riencing the environment of the clinical laboratory and work- to plan and conduct research . Students will be introduced to and the Internet . Prerequisite: Departmental permission . Credit Departmental permission . Credit Hours: variable ing hands-on with state-of-the-art chemistry instrumentation the institutional IRB requirements and will complete the online Hours: variable and automation . Routine and special chemistry methodology, training module on preparing for an IRB review . Ethical issues

368 369 flow-cytometry, and electrophoresis are included . The daily expe- development of critical thinking skills . Instrumentation and MLS-588 Comprehensive Review MPH-541 Physics of Nuclear Medicine rience will be supplemented with the analysis of case studies to advanced methodologies are emphasized . Credit Hours: 3 A comprehensive review of hematology, body fluid analysis, This course covers mathematics and detectors used in nuclear support the development of critical thinking skills needed by the clinical chemistry, laboratory operations, immunology, immuno- medicine . Imaging instrumentation, including scintillation cam- highly functional medical laboratory scientist . Credit Hours: 3 MLS-585 Selected Topics & Comprehensive Review hematology, molecular diagnostics, and microbiology will be the eras, emission tomography and application of the computer to Advanced study of current trends . Assigned topics in current focus of this course through the analysis of multi-disciplinary nuclear medicine, is also covered . Credit Hours: 2 MLS-581P Clinical Practicum - Hematology literature are read, evaluated and discussed . Topics include, but case studies and completion of weekly examinations . This review The diagnosis of diseases related to the blood as first learned are not limited to, basics of research and education, informa- course prepares students for the national certification examina- MPH-542 Workshop in Radiopharmaceutical Science in the prerequisite courses will be reinforced in this practi- tion systems in blood banking, parentage testing, medical-legal tions . At the completion of the review, all students will take a This course covers production of radionuclides, generators, cum experience in which students spend time observing and and ethical aspects of blood banking, and laboratory math comprehensive examination . Successful passing of all sections formulation and quality control of tracers, in vitro and in vivo performing hematological tests in a clinical laboratory . The use for the blood banker . A comprehensive review and exam are of the departmental comprehensive examination is required for studies, dosimetry, radiation protection and safe handling . Credit of automation and instrumentation to perform basic hemato- provided for students completing the SBB program and eligible completion of the course and for graduation . Credit Hours: 2 Hours: 1 logical analyses, specialized hematologic testing techniques, to sit for the ASCP SBB certification examination . Taught only and advanced techniques are included . Additional analysis of online . Extensive computer use required . Prerequisites: General MLS-589 Clinical Laboratory Management MPH-561 Physics of Diagnostic Radiology case studies as well as identification and evaluation of a quality knowledge of immunohematology and consent of the instructor . Management of the clinical laboratory will be covered in this Intermediate physics for residents in diagnostic radiology and assurance/control issue are required . Credit Hours: 3 Credit Hours: 3 course with topics to include operational aspects of the labora- nuclear medicine . Prerequisite: MPH-500 . Credit Hours: 2 tory, human resource management, financial considerations MLS-582P Clinical Practicum - Microbiology I MPH-562 Physics of Nuclear Magnetic Resonance MLS-585P Clinical Practicum - Education of running a laboratory, error management, personality and In this practicum, students will spend time in the clinical Imaging A comprehensive review of hematology, body fluid analysis, leadership styles, and crisis and disaster management . Students bacteriology laboratory observing and performing tests for the This course is a basic introduction to the physical principles of clinical chemistry, laboratory operations, immunology, immuno- will participate in interactive sessions designed to help them identification of clinically significant bacteria . The determina- MRI with emphasis on proton MRI . Topics covered will include hematology, molecular diagnostics, and microbiology will be the understand and develop important leadership and management tion of antimicrobial susceptibility, detection of resistance, fundamentals of magnetic resonance, relaxation times and the focus of this course through the analysis of multi-disciplinary concepts . Credit Hours: 2 and interpretation of susceptibility patterns will be reinforced . case studies and completion of weekly examinations . This review basis for imaging techniques . Credit Hours: 1 Instrumentation and advanced methodologies are emphasized . course prepares students for the national certification examina- MLS-900 Independent Study MPH-563 Topics in Diagnostic Imaging Students will interact with other healthcare professionals such tions . At the completion of the review, all students will take a Prerequisite: Departmental permission . Credit Hours: variable as pharmacists, physicians, and infection control nurses during comprehensive examination . Successful passing of all sections Discussion of advanced topics in diagnostic imaging: mam- rounds and/or case conferences . The daily experience will be of the departmental comprehensive examination is required for mography, digital imaging, ultrasound, quality assurance and supplemented with the analysis of case studies to support the completion of the course and for graduation . Credit Hours: 3 Medical Physics radiation protection . Prerequisite: MPH-561 . Credit Hours: 2 development of critical thinking skills needed by the highly MPH-564 Digital Imaging functional medical laboratory scientist . Credit Hours: 3 MLS-586P Patient Care Techniques MPH-512 Radiation Safety & Protection, Brachytherapy Pre-analytical situations and best practices in specimen col- Physics, and Quality Assurance of Radioactive Materials This course is organized as several computerized exercise mod- MLS-583P Clinical Practicum - Microbiology II lection techniques are reinforced through extensive discussion This course is designed for residents in therapeutic radiology, ules, providing students with hands-on experience in various The laboratory procedures involved in isolating and identify- and practice in this course . Students will perform venipuncture students and fellows . Topics include basic physics of radioactivity digital imaging concepts . Credit Hours: 2 ing parasites, mycobacteria, yeast, molds and viruses will be and use of radioactive isotopes in clinical radiotherapy, principles procedures on patients throughout both inpatient and outpa- MPH-565 Diagnostic Radiological Physics Review observed and performed by the student during this practical tient settings . Pediatric and geriatric patients are included, as of radiation protection, and quality assurance and error reduction Intensive review in all branches of medical radiological phys- experience in the clinical laboratories . Instrumentation and are general adult populations . Evaluation of pre-analytical situa- in radiation oncology . Course reviews basic nuclear and health ics for preparation for the American Board of Radiology advanced methodologies are emphasized . The daily experience tions involving documentation, transportation requirements, and physics principles/practices, regulations and instrumentation for Certification Examination . Prerequisites: MPH-561 . Credit will be supplemented with the analysis of case studies to sup- infection control are also covered in this course . Students will the safe use of radioactive material . Credit Hours: 3 Hours: 2 port the development of critical thinking skills needed by the improve their communication skills as they interact with patients highly functional medical laboratory scientist . Credit Hours: 3 MPH-513 Therapeutic Radiological Physics & Dosimetry and other health care providers . Credit Hours: 2 MPH-601 Radiation Physics Applied to Therapeutic Radiology This course provides a rigorous examination of the interaction MLS-584P Clinical Practicum - Immunohematology MLS-587 SBB Project A course in clinical medical physics for therapeutic radiology with matter and heavy-charged particles with matter . Credit The working immunohematology laboratory will be the setting Independent investigation of a topic relevant to an area in trainees, including residents, students and fellows as well as Hours: 3 for this clinical practicum . Students will observe and perform immunohematology . The student submits a written research dosimetrists and technologists . Structure of matter, radioactive routine and specialized tests that are critical for ensuring the paper as well as prepares and delivers a presentation based decay, production of radiation, treatment machines and radiation MPH-602 Radiological Physics I safe transfusion of blood and blood products into patients . The on the topic selected . Students enrolled in the SBB traditional interactions are studied . Measurement of exposure and dose, The course covers design and operation of accelerators; radia- basic skills learned in the prerequisite course will be reinforced . curriculum must participate in a research project and develop calibration of high-energy photon and electron beams, and dose tion quantities and units, including stochastic and nonstochastic Students will directly experience the impact regulatory bod- a presentation for a professional audience . Students must take distributions for external-beam therapy are studied . Credit quantities; ion collection and recombination; and dosimetry ies have on transfusion services . Case studies and the analysis a minimum of 3 quarter hours within 4 quarters . It is recom- Hours: 3 systems used in therapeutic radiology and radiobiology . of quality control/assurance issues will be used to foster the mended that the student take no more than 3 quarter hours Prerequisite: MPH-601 . Credit Hours: 3 within any given quarter . P/N grading . Credit Hours: 1

370 371 MPH-603 Radiological Physics II NEU-REM Core Clerkship: Neurology - Clinical Weeks disorder . A detailed description of the mechanism through which NEU-690 Special Topics in Neuroscience Continuation of MPH-602 . Credit Hours: 3 Remediation a given drug class interacts with that neurobiology to affect Study of contemporary topics in neuroscience . Credit Hours: 3 Remediation of NEU-701 Core Clerkship: Neurology through its treatment follows . Graduate students taking this class will MPH-604 Transfer Function Analysis clinical weeks only . be expected to perform outside reading that complements the NEU-699 Doctoral Research in Neuroscience Starting with a rigorous presentation of Fourier transform theory, various lecture topics . Two multiple-choice exams will be given . Research credits after admission to candidacy . Credit Hours: this course develops transfer function analysis for application to NEU-7EI Neurology Individualized Elective In addition, graduate students taking this course will have to variable imaging systems . Credit Hours: 2 Students may receive credit for an individually arranged elective complete a written take-home final . The course is open to all NEU-701 Core Clerkship: Neurology with a Rush faculty members . In order to receive credit for such Rush University graduate students who are interested in an in- MPH-605 Methods of Photon Dose Calculation a rotation, the person to whom the student will be responsible depth review of the pharmacotherapy of central nervous system The clerkship in neurology is designed to introduce students to This course covers current methods of photon dose calculation must write a letter stating the student’s activities, responsibilities, disease . Credit Hours: 1 the care of patients with neurological illness . Through an expo- for radiation treatment planning systems, particularly those amount of supervision, and specific dates of the rotation . The sure to patients with a variety of illnesses, students will develop using interaction kernels . Prerequisite: MPH-604 . Credit Hours: 1 sponsoring faculty member must complete an evaluation of the NEU-544 Statistics and Experimental Design for their neurological examination and history-taking skills, as well as student’s performance at the conclusion of the elective . Students Neuroscience an understanding of the workup, diagnosis and management of MPH-606 Methods of Electron Dose Calculation must submit a proposal to the Office of Clinical Curriculum for This course covers multiway ANOVA, repeated measures ANOVA, patients with neurological symptoms and diseases . This course covers methods of electron dose calculation for approval at least eight weeks before the rotation and must have mixed models, multiple regression and special statistical topics radiation treatment planning systems, particularly those based Students have extensive interaction with both attending staff written approval from the assistant dean of clinical education selected as relevant to research in neuroscience . This course is upon Gaussian multiple-scattering theory . Prerequisite: MPH- and residents, and participate in daily attending rounds . Didactic before beginning the rotation . Students may receive four weeks required of doctoral candidates in the Division of Neuroscience 604 . Credit Hours: 1 teaching during the rotation includes a formal lecture series on of credit for an individually arranged elective . Credit for a maxi- and is open to a small number of other doctoral candidates topics in clinical neurology . In addition, there are weekly depart- MPH-607 Monte Carlo Methods mum of only one individually arranged elective will count toward in the Graduate College . Master’s candidates in the Graduate mental conferences including neurology grand rounds . Students College may be admitted with the permission of the course direc- The EGS4 Monte Carlo code for photon/electron transport will graduation requirements . Elective . participate in the diagnostic workup of assigned patients . At tor if space is available . Credit Hours: 2 Rush, the student is a member of the general neurology floor be explained, with emphasis upon gaining hands-on experience NEU-501 Introduction to Neuroscience in using this research tool . Credit Hours: 1 service and the stroke/critical care service for two weeks each . At This course covers physiology of neurons and glia, synaptic pro- NEU-551 Physiology of the Nervous System Function/ Stroger Hospital, students are members of the neurology team cesses, sensory receptor physiology, spinal cord, cerebellum and Dysfunction MPH-623A Clinical Physics Practicum: Diagnostic that sees neurology inpatients and consultation patients, as well motor control, peripheral mechanisms in sensory systems and An introductory overview of central nervous system disease pro- Imaging as attending two outpatient clinics per week . All students are higher functions of nervous system . Neuroanatomical concepts cesses and their treatment . Disease states to be covered include Students participate in providing clinical physics service under expected to be in attendance and prepared for daily work rounds will be correlated to the physiology . Prerequisite: ANA-451 . those affecting the neuromuscular junction, the spinal cord and supervision . Credit Hours: variable and daily attending rounds . They are responsible for performing a the central nervous system . history and physical examination on their assigned patients and MPH-623B Clinical Physics Practicum: Radiation Therapy NEU-502 Medical Neurobiology NEU-591A Advanced Neuroscience Proseminar I presenting their patients . Students are expected to be involved Students participate in providing clinical physics service under This course takes an integrated approach to the central and Taught jointly by participating faculty, a seminar format is used to closely in the initial and daily follow-up care of their patients, supervision . Credit Hours: variable peripheral nervous system is presented from an anatomic, physi- ologic and neurochemical standpoint . Based on neuroanatomy, encourage extensive discussion and participation . Credit Hours: 6 including writing daily notes . In addition, students are expected to attend all assigned lectures and conferences . There is rotating MPH-623C Clinical Physics Practicum: Protection major systems are developed and discussed in terms of anatomic NEU-591B Advanced Neuroscience Proseminar II call for medical students . Students are required to participate in Radiation arrangement, physiologic functioning and related synaptic phar- Taught jointly by participating faculty, a seminar format is used to clinical activities the Thursday morning before the mini-board Students participate in providing clinical physics service under macology . For all systems, clinical lectures highlight the practical encourage extensive discussion and participation . Credit Hours: 6 examination . Required . Credit Hours: 4 supervision . Credit Hours: variable applications of basic science concepts in patient evaluation and management . NEU-598 Predissertation Research NEU-781 Research in Neurology MPH-625 Doctoral Research in Medical Physics Research credits prior to acceptance to doctoral candidacy . Credit Students may arrange research rotations individually with Under the guidance of a faculty member and committee, the NEU-511 Techniques in Neuroscience Hours: variable faculty at Rush . In order to receive credit for such a rotation, the student originates, proposes and executes basic or clinical Graduate students rotate through various faculty members’ labo- ratories and master techniques commonly in use in neuroscience person to whom the student will be responsible must write a research . Credit Hours: variable NEU-681 Neurological Research laboratories . Credit Hours: 2 letter describing the student’s activities, responsibilities, amount Students participate in ongoing research projects within the of supervision, and the specific dates of the rotation . Students department . Areas of investigation include neuropharmacology, Neuroscience NEU-525 Neuropsychopharmacology must submit a proposal to the Office of Clinical Curriculum for This course explores the fundamental pharmacodynamic movement disorders, cerebrovascular disease, sleep disorders, approval at least eight weeks before the rotation and must have NEU-EXM Core Clerkship: Neurology - Exam mechanisms of drugs that act on the central nervous system . epilepsy, neuromuscular disorders, multiple sclerosis, neuro- written approval from the Office of Clinical Curriculum before Remediation Drug classes to be studied will include anesthetic agents, opioids, biology of learning and memory, quantitative neuroimaging, beginning the rotation . Research rotations are scheduled for Remediation of NEU-701 Core Clerkship: Neurology through antidepressants and spasmolytics . Each of the 10 two-hour lec- age-related memory disorders and dementia . Participation in an a minimum of four weeks of credit with the expectation that exam retake only . tures will begin with an introduction about a particular disease ongoing project of a faculty member is the most practical . the full project will extend beyond the formal course duration . or disease state, emphasizing the neurobiology of that particular Elective .

372 373 NEU-792 Advanced Neurology Nursing Graduate Focus will be on the patient/client within the context of the cli- NSG-504 Women’s Health Across the Life Span This advanced clerkship is intended to provide students the ent/patient system . Corequisite: Role of the Professional Nurse . This course presents physiological, psychosocial, cultural, develop- opportunity to further develop their clinical skills in the evalua- NRS-541 Master’s Practica Credit Hours: 3 mental and ethical issues of women’s health across the life span, tion of patients with neurologic conditions . Students will partici- This course is designed to provide advanced nursing practice including pregnancy and birth . Concepts of health promotion and pate in the outpatient activities of the department, including the students with an opportunity to achieve population competence NSG-502 Nursing Management of Common Health disease prevention are stressed using evidence-based interven- neuromuscular, dementia, movement disorder, epilepsy, general at the graduate level . The experience is accomplished under the Alterations Across the Life Span tions . Inter- and intra-professional collaboration for ensuring and/or multiple sclerosis clinics . This is a flexible program that guidance of an approved preceptor/facilitator . The minimum This course presents physiological, psychosocial, cultural, quality health outcomes is emphasized . Prerequisite: Successful will be structured by the course director to best fit the interests number of clock hours of practicum and residency may be developmental and ethical concepts of common acute or completion of Terms 1, 2 and 3 . Corequisite: NSG-505 and NSG- of the individual student, based on availability . Those who are determined by the population specific credentialing body, and exacerbated health alterations across the life span . Concepts of 508P . Credit Hours: 3 interested also have the option to rotate on the inpatient neuro- graduate requirements may vary across population programs . health promotion and disease prevention are introduced using ICU or the endovascular service . Specific areas of interest should Prerequisites or corequisites: Core courses as determined by evidence-based interventions . Inter- and intra-professional col- NSG-504P Women’s Health Nursing be discussed with the course coordinator, 12 weeks prior to each program, and RN licensure . Clinical conference is included . laboration for ensuring quality health outcomes is emphasized . This course provides clinical practice opportunities for students to the rotation start date . Rush students interested in enrolling for Post-master’s student requirements are individually determined . Prerequisite: Role of the Professional Nurse . Corequisite: Nursing manage the care of women, newborns and the childbearing fam- only two weeks should contact the course coordinator to verify Credit Hours: 1 - 12 Management of Common Health Alterations Across the Life ily . Students will integrate evidence-based health promotion and availability . Elective . Span Practicum Credit Hours: 3 health maintenance information when teaching and developing NRS-600 Specialty Residency nursing plans of care for women, newborns and the childbearing NEU-900 Independent Study in Neuroscience This course is designed to provide advanced nursing practice NSG-502P Nursing Management of Common Health family . Prerequisites: NSG-503 and NSG-503P . Corequisite: NSG- Credit Hours: variable students with an opportunity to achieve specialty competence Alterations Across the Life Span Practicum 504 . Credit Hours: 1 at the graduate level . The experience is accomplished under the This course provides an opportunity for the learner to apply

guidance of an approved preceptor/facilitator . The minimum concepts learned in the didactic portion of the course to the NSG-505 Public Health Nursing Nurse First Assistant number of clock hours of practicum and residency may be deter- care of patients across the life span experiencing common acute This course uses an ecological model to assess the nursing care mined by the specialty specific credentialing body, and graduate or exacerbated health alterations . Prerequisite: Role of the needs of individuals, families and groups in the community . NFA-501 Registered Nurse First Assistant requirements may vary across specialty programs . Prerequisites Professional Nurse Practicum . Corequisite: Nursing Management Evidence-based strategies to promote health and reduce risk for This is the didactic course for the Registered Nurse First or corequisites: Core courses as determined by each program . of Common Health Alterations Across the Life Span . Credit individuals, families and groups are analyzed within the context Assistant (RNFA) series that prepares advanced practice nurses Credit Hours: 1 - 7 Hours: 3 of the communities in which they live . The impact of public health to assume the expanded role of a certified first assistant in the laws and regulations on public safety and access to care are operating room . The course focuses on anatomic and physiologic NSG-500 Socialization Into Nursing Seminar NSG-503 Psychiatric and Mental Health Nursing examined . Prerequisites: NSG-522 and NSG 524 . Corequisites: considerations related to specific surgical interventions, psycho- Historical, theoretical and ethical underpinnings of the discipline, This course examines the etiology, manifestations and clinical NSG-504 and NSG-508P . Credit Hours: 3 motor skill acquisition, application of the nursing process for the as well as professional standards that guide practice, are used management of selected mental illnesses across the life span perioperative patient, and the role of the RNFA . Prerequisite: to assist the learner in understanding nursing as a scientific dis- and continuum of care . Students will analyze systems and the NSG-505P Public Health Nursing Practicum Admittance to the Registered Nurse First Assistant series . Credit cipline and a social phenomenon, and in developing a personal evidence base for psychiatric nursing and apply this knowledge This course provides the opportunity for the learner to apply Hours: 3 philosophy to guide professional nursing practice . Credit in promoting mental health and the optimal functioning and knowledge and skills in providing nursing care across the life Hours: 1 rehabilitation of individuals, families and communities with span for individuals, families and groups in community settings . NFA-502P Registered Nurse First Assistant Practicum mental health problems . Prerequisite: Nursing Management of The learner will apply the ecological model to integrate evidence- This is the practicum course for the Registered Nurse First NSG-501 Role of the Professional Nurse Common Health Alterations Across the Life Span . Corequisite: based health promotion, prevention and risk reduction strategies Assistant (RNFA) series . It provides an orientation to the operat- This course presents concepts essential to the practice of cli- Psychiatric and Mental Health Nursing Practicum . Credit for individuals, families and groups within the context of the ing room environment and allows the student to (a) articulate ent/patient and family-centered nursing across the life span . Hours: 3 communities in which they live . The impact of public health laws the role of the RNFA throughout the continuum of care for the Students will examine essential physiological and psychoso- and regulations on public safety and access to care are examined . surgical patient; (b) develop cognitive, psychomotor and affec- cial concepts, the professional role, and introductory clinical NSG-503P Psychiatric and Mental Health Nursing Prerequisites: NSG-503, NSG-503P and NSG-524 . Corequisite: tive behaviors that demonstrate accountability and responsibil- reasoning, while respecting individual and cultural diversity . Practicum NSG-505 . Credit Hours: 2 ity for identifying and meeting the needs of the perioperative Corequisite: Role of the Professional Nurse Practicum . Credit This clinical practicum provides the learner with the opportu- patient; (c) utilize the nursing process as a foundation for Hours: 3 nity to develop clinical competence in psychiatric and mental NSG-506 Nursing Management of Complex Health practice; (d) collaborate with the surgeon and other health care health clinical settings . Emphasis is placed on the development Alterations Across the Life Span team members to achieve optimal patient outcomes; and (d) NSG-501P Role of the Professional Nurse Practicum and maintenance of the therapeutic relationship with clients/ This course presents physiological, psychosocial, cultural, devel- practice safely in the operating room environment . Students The learner will use clinical reasoning to holistically address patients and families across the continuum of care . Prerequisite: opmental and ethical concepts in the case management of are required to practice a minimum of 120 hours of intraopera- clients’/patients’ health and wellness needs . The learner will Nursing Management of Common Health Alterations Across the complex health alterations across the life span . Inter- and intra- tive first assisting hours under the supervision of a licensed apply psychosocial and physiological concepts, therapeutic Life Span Practicum . Corequisite: Psychiatric and Mental Health professional collaboration for ensuring quality health outcomes is surgeon preceptor . Prerequisite: NFA-501 Registered Nurse First communication, pathophysiology, biostatistics and epidemiology Nursing . Credit Hours: 3 emphasized . Prerequisites: NSG-504 and NSG-505 . Corequisite: to diverse clients/patients and families in a variety of settings . Assistant . Credit Hours: 3 Nursing Management of Complex Health Alterations Across the Life Span Practicum . Credit Hours: 3

374 375 NSG-506P Nursing Management of Complex Health NSG-513 Capstone: Clinical Project Development and will result in the opportunity to practice in the major foci of the careful collection of history and physical findings and their sys- Alterations Across the Life Span Practicum Implementation CNL role . Credit Hours: 3 tematic analysis . The course content is organized around assess- This course provides an opportunity for the learner to apply This course provides the student with the opportunity to ment of specific body systems of individuals/families across the concepts learned in the didactic portion of the course to the integrate the knowledge and skills acquired throughout the NSG-521 Organizational & Systems Leadership life span . Corequisites: NSG-525L, NSG-501 and NSG-501P . care of patients across the life span experiencing complex health clinical nurse leader program . The focus of the capstone project This course provides the student with an opportunity to explore Credit Hours: 2 alterations . Prerequisite: Integrated Clinical . Corequisite: Nursing is the development of an evidence-based plan to improve health organizational and leadership theories, and analyze the process Management of Complex Health Alterations Across the Life care outcomes for a patient cohort/population . Prerequisite: of managing change . The effects of operational and managerial NSG-525L Health Assessment Across the Life Span Lab: Span . Credit Hours: 3 Successful completion of Terms 1 - 5 . Credit Hours: 3 processes on practice environments that affect outcomes, qual- Advanced Generalist ity, safety and cost-effectiveness of patient care are discussed . This course is designed to teach the didactic components of a NSG-507 Comprehensive Exam NSG-513A Capstone Seminar: Clinical Leader Ethical leadership principles and role development underpin the comprehensive history and physical examination of individuals/ A comprehensive end-of-program examination . Prerequisite: (Postlicensure) course content . Clinical informatics as a component of health families across the lifespan and the documentation of findings . Successful completion of Terms 1 - 5 . Credit Hours: 1 This course provides the student with the opportunity to care is integrated throughout the course . Prerequisite or corequi- The course provides a framework of critical thinking based integrate the knowledge, skills and cultural awareness acquired site: Research for Evidence-Based Practice . Credit Hours: 3 on careful collection of history and physical findings and their NSG-508P Integrated Clinical throughout the clinical leader program . The focus of the systematic analysis . The course content is organized around This course provides the opportunity for the learner to apply capstone project is the development and implementation of NSG-522 Applied Epidemiology & Biostatistics for assessment of specific body systems of individuals/families knowledge and skills in providing nursing care to individuals, an evidence-based plan to improve health care outcomes for a Nursing Practice across the lifespan . Prerequisite for prelicensure students: Role families and groups . Emphasis is placed on the care of women patient/population cohort . NSG-512 . Credit Hours: 1 This course develops students’ ability to apply epidemiological of the Professional Nurse . Corequisite: Health Assessment Across across the life span in multiple health care and community and statistical concepts to guide evidence-based practice in a the Life Span . Credit Hours: 1 settings . The impact of public health laws and regulations on NSG-514 Immersion: Advanced Generalist (Prelicensure) dynamic health care environment at the micro and mezzo levels . public safety and access to care are examined . The learner will This clinical course expands the student’s clinical competency Students use public data sources, data management software NSG-531 Advanced Pharmacology apply an ecological model to integrate evidence-based health and integrates the role of the clinical nurse leader in a variety and the published literature to understand and address health This course covers the principles of pharmacokinetics and promotion, prevention and risk reduction strategies for individu- of clinical settings . The student will demonstrate progressive concerns in populations, and to evaluate economic evidence of pharmacodynamics . The course is designed to provide the als and families within the context of the communities in which competence and independence in meeting the clinical objec- health interventions and programs . Credit Hours: 3 foundational knowledge requisite to understanding pharma- they live . Prerequisite: Successful completion of Terms 1, 2 and tives throughout the experience . Students will use this clinical cotherapeutics . Prerequisite: Advanced Physiology or Advanced 3 . Corequisite: NSG-504 and NSG-505 . Credit Hours: 3 experience to develop and/or implement the capstone project . NSG-523 Research for Evidence-Based Practice Pathophysiology or Neonatal Pathophysiology . Credit Hours: 3 Prerequisite: Successful completion of Terms 1 - 5 . Credit Students will develop an understanding of the research process NSG-510 Pathophysiology for the Advanced Generalist Hours: 7 and how research evidence influences practice . Students will NSG-532 Advanced Physiology This course provides a conceptual, life-span approach to identify appropriate practice questions and use multiple meth- This course covers selected aspects across the life span of alterations in normal anatomic structure and function . General NSG-515 Immersion: Clinical Project Implementation ods and informatics to systematically obtain sound evidence advanced cell biology and systems physiology that are related to and system specific concepts related to causation and clinical This clinical course expands the student’s clinical competency about practice questions . Students will critically analyze and cellular homeostasis and viability in humans . Credit Hours: 3 presentation of pathophysiology will be discussed . This course and integrates the role of the clinical nurse leader in a variety apply research evidence to improve practice outcomes in cultur- will provide the foundation for the application of pathophysi- of clinical settings . The student will demonstrate progressive ally diverse populations . Prerequisite or corequisite: Applied NSG-533 Advanced Pathophysiology ologic concepts to common clinical situations . Critical thinking competence and independence in meeting the clinical objec- Epidemiology and Biostatistics for Nursing Practice . Credit This course incorporates scientific concepts, principles and is emphasized . Application of evidence-based pathophysiologic tives throughout the experience . Students will use this clinical Hours: 3 theories into discussion of advanced pathophysiologic processes research will be discussed . Prerequisite: Anatomy and physiol- experience to develop and/or implement the capstone project . across the life span . Pathophysiology is a combined science that ogy . Credit Hours: 3 Prerequisite: Successful completion of Terms 1 - 5 . Credit NSG-524 Health Promotion in Individuals & Clinical encompasses definition/classification, epidemiology, risk factors, Hours: 7 Populations etiology, pathogenesis and clinical manifestations . The initial NSG-511 Pharmacology for the Advanced Generalist Students will use theories and models to examine determinants sections of the course cover basic mechanisms of disease, which This course provides a conceptual, life-span approach to NSG-516 Nursing Care of the High-Risk Newborn of health and to guide health promotion and illness/injury are then integrated into subsequent discussions of selected understanding the principles of pharmacokinetics and pharma- This course provides the student with an overview of high- prevention strategies and practice . Students will use informatics system-related disorders . Learning activities and evaluation codynamics that provide the foundational knowledge critical risk neonatology and the nurse’s role in providing care to this to gather and evaluate health data, locate and utilize evidence- strategies are focused on the development and assessment of to understanding pharmacotherapeutics . Critical thinking is unique population . The focus of this course is the application of based practice strategies, and evaluate quality of health infor- critical thinking and problem-solving in clinical scenarios to emphasized . Application of research is discussed . Prerequisite: evidence-based interventions to improve outcomes of care of mation . Prerequisite: Applied Epidemiology and Biostatistics for facilitate real-world practice applications and prepare students Pathophysiology for the Advanced Generalist . Credit Hours: 3 the neonate and the neonate’s family . Credit Hours: 3 Nursing Practice . Credit Hours: 3 for certification exams . Prerequisite or corequisite: Advanced Physiology or except PMHNP students . Credit Hours: 3 NSG-512 Clinical Leadership and Project Development NSG-517 CNL Role Seminar NSG-525 Health Assessment Across the Life Span Using a case-based approach, this course provides the learner This seminar provides the postlicensure student with an oppor This course is designed to teach the didactic components of a NSG-534 Major Psychopathological Disorders with an opportunity to apply concepts and principles of clinical tunity to do clinical or practicum hours in the areas of case man- comprehensive history and physical examination of individuals/ This course will focus on the epidemiology, etiology, clinical leadership and quality improvement to address issues related to agement (five weeks), education (five weeks), and clinical nurse families across the life span and the documentation of findings . manifestation and treatment of selected psychopathologic disor- care outcomes . Credit Hours: 3 leader (CNL) practice (five weeks) in a clinical site . This seminar The course provides a framework of critical thinking based on ders across the life span . Emphasis will be placed on assessment

376 377 and interventions in a variety of settings . This emphasis will also NSG-543A Anesthesia Principles I: Basic Principles of NSG-547 Neonatal Pathophysiology practice guidelines, and instituting evidence-based strategies to include the impact of culture on diagnosis and treatment of Nurse Anesthesia This course provides a graduate-level conceptual approach to provide psychosocial support and education for the infant’s family selected disorders and a critical evaluation of relevant research A solid foundation of basic knowledge is vital to nurse anesthesia principles and content in neonatal pathophysiology that form are emphasized . Prerequisites: Developmental Physiology of the findings . Credit Hours: 3 practice . This course provides a comprehensive orientation to the scientific foundation for the development, implementation Fetus/Neonates, Neonatal Pathophysiology . Corequisite: Clinical nurse anesthesia practice, facilitating incorporation of safe, basic and evaluation of clinical therapeutics . It is designed to provide Practicum . Credit Hours: 3 NSG-535 Diagnostics for the APRN principles into the delivery of competent, responsible patient the advanced practice nursing student with an in-depth analysis This course prepares the advanced practice nursing student to care . In the corequisite practicum course, there will be experi- of advanced neonatal pathophysiology . General and system- NSG-550B Neonatal Management II use, interpret and implement laboratory and diagnostic testing ences that will allow the student to begin to develop the general specific concepts related to causation and clinical presentation This is the second of three sequential management courses that in the clinical setting for the use, interpretation and application clinical skills in the practice of anesthesia that will serve as the of selected pathophysiologic states will be discussed . Prototype provide the theoretical and practical knowledge for the neonatal of laboratory diagnostic techniques and procedures . With this basis for subsequent progression to a more advanced nurse diseases are used to illustrate pathophysiologic concepts and nurse practitioner to manage the health care needs of the neonate information, the student will learn to use critical-thinking and anesthesia practice . Prerequisite: Chemistry and Physics for Nurse assist the student in applying these concepts systematically . at the highest level of nursing practice . Course content focuses decision-making skills to interpret laboratory and diagnostic Anesthesia . Corequisite: Nurse Anesthesia Practicum . Credit Prerequisite: Developmental Physiology of the Fetus/Neonates . on the recognition and management of acute conditions affecting testing results across the life span . Prerequisites: Advanced Hours: 3 Credit Hours: 3 the neonate/preterm infant . Demonstrating critical thinking and Pathophysiology and Advanced Physiology . Credit Hours: 3 diagnostic reasoning skills in clinical decision making, developing NSG-543B Anesthesia Principles II: Advanced Principles NSG-548 Advanced Neonatal Physical Assessment a plan of care based on scientific evidence and practice guidelines, NSG-536 Principles of Case Management for Advanced of Nurse Anesthesia This course is designed to develop the student’s knowledge and instituting evidence-based strategies to provide psychosocial Nursing Practice This course is for the student who has a foundation in the basic of comprehensive physical assessment and the diagnosis of support and education for the infant’s family are emphasized . This course is designed to provide an overview of the evolution principles and practice of nurse anesthesia . During this course, physical findings in the premature and term neonate . The central Prerequisite: Neonatal Management I . Corequisite: Clinical and core principles of case management . Contemporary case students learn anesthetic management principles for surgical objective of the course is to emphasize the importance of critical Practicum . Credit Hours: 3 management models across the health care continuum will be specialty areas . Important concepts to master include the related reasoning and clinical decision making based on a thorough col- analyzed . Case management competencies for advanced nursing anatomic, physiologic, pathophysiologic and pharmacologic lection of history and physical findings, accurate documentation NSG-550C Neonatal Management III practice will be addressed . A major focus is to identify strategies principles for each of the surgical specialty areas . Prerequisites: and their systematic analysis . The course content is organized This is the final of three sequential management courses that that promote appropriate clinical outcomes of care, coordination Anesthesia Principles I, Nurse Anesthesia Pharmacology . around assessment of specific body systems of the neonate . provide the theoretical and practical knowledge for the neona- of care, and cost-efficient utilization of resources using a systems Corequisite: Nurse Anesthesia Clinical Practicum . Credit Hours: 3 The neonate’s presentation at birth is emphasized . Prerequisite: tal nurse practitioner to manage the health care needs of the perspective . Credit Hours: 3 Advanced Physiology (core), Neonatal Pathophysiology . Credit neonate at the highest level of nursing practice . Course content NSG-543C Anesthesia Principles III: Obstetric & Pediatric Hours: 3 focuses on the recognition and management of life-threatening NSG-537 Transition to the APRN Role Anesthesia conditions affecting the neonate/preterm infant . Demonstrating This course addresses issues relevant to APRN practice . It focuses This course provides essential content for nurse anesthesia NSG-549 Neonatal Pharmacotherapeutics critical thinking and diagnostic reasoning skills in clinical decision on models of APRN practice, ethical principles, regulation, qual- care in the specialty areas of obstetric and pediatric anesthesia . This course is designed to provide advanced practice nursing making, developing a plan of care based on scientific evidence ity outcomes, reimbursement, and professional issues related Learners will acquire knowledge related to the preoperative students with a working knowledge of the impact of neonatal and practice guidelines, and instituting evidence-based strategies to an APRN entering a first position in the current market- assessment of obstetric and pediatric patients, as well as the physiology on drug pharmacology . Building on the student’s to provide psychosocial support and education for the infant’s place . Prerequisites: Research for Evidence-Based Practice and planning, implementation and evaluation of nurse anesthesia knowledge of pharmacokinetics and pharmacodynamics, the family are emphasized . Prerequisite: Neonatal Management II . Organizational & Systems Leadership . Credit Hours: 3 care provided to obstetric and pediatric patients undergo- content includes the role and responsibilities of the advanced Corequisite: Clinical Practicum . Credit Hours: 3 ing diagnostic and surgical procedures . Prerequisites: Nurse practice nurse in prescribing medications, considerations in NSG-541 Chemistry & Physics in Anesthesia Anesthesia Principles I & II (Basic & Advanced Principles of Nurse medication selection for the treatment of a variety of neonatal NSG-551A Advanced Primary Care of the Child I Students will learn to apply the basic principles of chemistry Anesthesia) . Corequisite: DNP Clinical Practicum . Credit Hours: 3 conditions, diseases and disorders, and the monitoring of the The course focus is on the development of pediatric clinical and physics in nurse anesthesia practice, and will review medi- physiological responses to such interventions . Also addressed judgment . A chronological approach is used to address preventa- cal math . The components of an anesthesia machine will be NSG-546 Developmental Physiology of the Fetus/ are the effects of drugs during pregnancy and lactation on the tive health care services and identification and management of analyzed, and currently available monitoring devices will be Neonates fetus and neonate . Prerequisite: Advanced Pharmacology . Credit common health problems in infants, children and adolescents . reviewed and compared . Credit Hours: 3 This course is designed to provide the student with greater Hours: 3 Prerequisite: Health Assessment Across the Life Span . PNP and AC depth of understanding of developmental physiology of the fetus PNP students . Credit Hours: 3 NSG-542 Nurse Anesthesia Pharmacology and neonate . Principles of growth and development, genetics/ NSG-550A Neonatal Management I This course provides a comprehensive study of the pharmacoki- teratogenesis, embryology, and maturation of organ systems as This is the first of three sequential management courses that NSG-551B Advanced Primary Care of the Child II netics and pharmacodynamics of drugs used in nurse anesthesia related to critical periods of intrauterine development, transition provide the theoretical and practical knowledge for the neonatal The course content provides the theoretical basis for clinical judg- practice . The interactions between anesthetic agents and other to extrauterine life, and early infancy will be covered . Adaptation nurse practitioner to manage the health care needs of the ment and decision making skills for providing primary care to ill pharmacological substances will be discussed . Learners will to physiologic stress and alterations from normal will also be neonate at the highest level of nursing practice . Course content children and their families . A systems approach is used to focus review the effects of the aging process and its altered physi- discussed . Prerequisite: Advanced Physiology . Credit Hours: 3 focuses on the recognition and management of common condi- on assessment and management of acute and common health ology on anesthesia pharmacology . Prerequisite: Advanced tions affecting the newborn . Demonstrating critical thinking problems . The is the second course in the three-course series in Pharmacology . Credit Hours: 3 and diagnostic reasoning skills in clinical decision making, the PNP management sequence . Prerequisite: Advanced Primary developing a plan of care based on scientific evidence and Care of the Child I . Credit Hours: 3

378 379 NSG-551C Advanced Primary Care of the Child III NSG-566 Population Assessment and Health Promotion evidence-based clinical decision-making and reasoning skills . form the framework for students to refine evidence-based clinical The course enhances clinical judgment and decision-making Frameworks Quality, cost-effectiveness and safety are integrated in the devel- decision-making and reasoning skills . Quality, cost-effectiveness skills required in providing primary care to children with complex This is the first of two sequential courses in population assess- opment of patient-centered management plans . Prerequisite: and safety are integrated in the development of patient-centered physical and psychosocial needs due to infectious disease, ment and intervention planning . The course focuses on an Health Assessment Across the Life Span, Diagnostics for the management plans . The focus of this course is neurological, genetics and environmental conditions . A systems approach application of the concepts and methods for conducting an Advanced Practice Nurse, and Pharmatherapeutics in Primary sensory, musculoskeletal, dermatological, psychiatric, oncological is used to focus on assessment and management of complex in-depth assessment of health status among populations, Care . Corequisite: Practicum . Credit Hours: 3 and women’s health problems and gerontological considerations . health problems . This is the third class in a three-part series . which serves as the foundation for the health planning process . Prerequisite: Management: Adult/Gerontology I . Corequisite: Prerequisite: Advanced Primary Care of the Child II . Credit Principles of epidemiology and assessment frameworks are NSG-570A Pharmacotherapeutics Acute Clinical Practicum . Credit Hours: 3 Hours: 3 applied in analyzing population- and organizational-level data This course provides the advanced practice nurse with knowl- to provide understanding of population needs and resources . edge of pharmacotherapeutics for common acute and chronic NSG-571C Management: Adult/Gerontology Acute and NSG-556 Applied Pharmacology: Pediatric Students examine health promotion frameworks in relation to health conditions across the life span according to the spe- Critical Illness In this course, pediatric advanced practice students apply a effective approaches to guiding population-level interventions . cialty area of practice . Building on the student’s knowledge of This course addresses the diagnosis and management of selected systematic process for therapeutic prescription plans for selected Prerequisites: Applied Epidemiology and Biostatistics for Nursing pharmacokinetics and pharmacodynamics, the content includes acute, chronic and critical health care problems in the late ado- common acute and chronic health conditions . Prerequisite: Practice, Research for Evidence-Based Practice . Prerequisite or medications used for the diagnosis and treatment of a variety of lescent (16 years) through older adult populations . Prevention, Advanced Pharmacology . Corequisite: Advanced Primary Care of corequisite for APHN and Population Health MSN-DNP students: physical and psychiatric disorders and monitoring the physi- screening, diagnosis, treatment and counseling of adult patients the Child I . Credit Hours: 3 Public Health Systems & APHN Role, Specialty Practicum 3 credit cal, behavioral and psychiatric responses to such interventions . form the framework for students to refine evidence-based hours . Credit Hours: 3 The course is offered in sections according to specialty areas of clinical decision-making and reasoning skills . Quality, cost- NSG-557A Pediatric Acute Care I practice . Prerequisite: Advanced Pharmacology . Credit Hours: 3 effectiveness and safety are integrated in the development of The course content provides the theoretical basis for clinical NSG-567 Population Intervention Planning, patient-centered management plans . Prerequisite: Management: judgment, decision-making, and procedural skills for delivering Implementation & Evaluation NSG-570B Pharmacotherapeutics Primary Care Adult/Gerontology I and II, Pharmacotherapeutics for Acute Care; complex acute, critical, and chronic health care to ill or injured This is the second of two sequential courses in population This course provides the advanced practice nurse with knowl- Corequisite: Clinical Practicum . Credit Hours: 4 children and their families . Recognition and management of health assessment and program/intervention planning . The edge of pharmacotherapeutics for common acute and chronic emerging health crises and organ dysfunction by systems are course is organized around planning as a method of decision- health conditions across the life span according to the spe- NSG-571D Management: Adult/Gerontology: Acute & emphasized . This is part 1 of a two-part series . Prerequisite: making . Various theoretical frameworks are applied to the cialty area of practice . Building on the student’s knowledge of Critical Illness II Advanced Primary Care of the Child I or equivalent . Corequisite: development of a plan to meet the health needs of selected pharmacokinetics and pharmacodynamics, the content includes This is the third clinical management course that focuses on Clinical Practicum . Credit Hours: 3 populations at risk, based on an in-depth population assess- medications used for the diagnosis and treatment of a variety of the advanced management of the critically ill adult patient . ment . Formulation of implementation strategies and evaluation physical and psychiatric disorders and monitoring the physi- This course addresses the synthesis of critical illness manage- NSG-557B Pediatric Acute Care II schemes for sustainable program/intervention development cal, behavioral and psychiatric responses to such interventions . ment . Prerequisites: NSG-570A, NSG-571A and NSG-571C . The course content provides the theoretical basis for clinical are discussed . Emphasis is on implementation and evaluation The course is offered in sections according to specialty areas of Corequisites: NSG-605 and NSG-607 . Credit Hours: 2 judgment, decision-making, and procedural skills for delivering methods for innovative nursing practice with communities/ practice . Prerequisite: Advanced Pharmacology . Credit Hours: 3 complex acute, critical, and chronic health care to ill or injured NSG-572 Quality and Safety for the Aging Adult populations . For the purposes of this course, the term popula- children and their families . Recognition and management of NSG-571A Management: Adult/Gerontology I This course prepares nurse leaders to create a culture of quality tion is defined to include the traditional public health population the injured child and transitions in care are emphasized . This is This course addresses the diagnosis and management of improvement and patient safety for the aging adult . Current and clinical populations/aggregates . Prerequisite: Population part 2 of a two-part series . Prerequisite: Pediatric Acute Care I . selected common acute and chronic health care problems in models of quality and patient safety are evaluated in the context Assessment and Health Promotion Frameworks . Corequisite: Corequisite: Clinical Practicum . Credit Hours: 3 the late adolescent through older adult populations . Prevention, of national trends and health care priorities . The essential role specialty practicum for APHN students only . Credit Hours: 3 screening, diagnosis, treatment and counseling of adult patients of interprofessional teams as a mechanism to improve qual- NSG-565 Advanced Nursing Roles in Public Health NSG-568 Environmental Health form the framework for students to refine evidence-based ity and patient safety is addressed . Prerequisites: Research for Systems This course provides an overview of the core principles in envi- clinical decision-making and reasoning skills . Quality, cost- Evidence- Based Practice, Organizational & Systems Leadership . Students will examine ethical, economic, financial and role ronmental health . Emphasis is on application of basic concepts effectiveness and safety are integrated in the development of Corequisites: Health Promotion in Individual and Clinical issues relevant to community and public health care . The focus to address specific environmental hazards that affect the health patient-centered management plans . The major focus of this Populations, Leadership in Evolving Health Care Environments . will be on helping students gain knowledge, tools and experi- of individuals and populations . Credit Hours: 3 course is cardiovascular, pulmonary, endocrine and women’s Credit Hours: 3 ence to understand community-based and public health care health problems and gerontological considerations . Prerequisite: organizations, their roles and functions within the U .S . health NSG-569 Maternal Child Management for the FNP Pharmacotherapeutics, and Health Assessment Across the Life NSG-573 Aging Adults: Care and Concepts care system, and the advanced nursing role in these organiza- This course addresses the diagnosis and management of (1) Span (Specialty) . Corequisite: Clinical Practicum . Credit Hours: 3 This course focuses on developing an understanding of aging tions . Prerequisites: Health Care Economics, Policy, Finance; common acute and chronic health care problems in children issues and using a holistic approach to managing the complex Leadership in Evolving Health Care Environments; Applied from infancy through adolescence and (2) pregnancy and fertil- NSG-571B Management: Adult/Gerontology II needs of older adults . Demographics, policies and issues that Epidemiology and Biostatistics for Nursing Practice . Corequisite: ity issues for women of childbearing age . Prevention, screen- This course addresses the diagnosis and management of impact aging adults across the continuum of care are addressed . 1 - 3 credit hour NSG-606 . Credit Hours: 3 ing, diagnosis, treatment and counseling of these patients selected common acute and chronic health care problems in Evidence-based guidelines are used as the basis for care and the late adolescent through older adult populations . Prevention, management of aging adults . Credit Hours: 3 and their families form the framework for students to refine screening, diagnosis, treatment and counseling of adult patients

380 381 NSG-575 Psychopharmacology NSG-577C Diagnostics and Management III: Group for Nursing Practice, Research for Evidence-Based Practice . DNP program . Upon completion of this course, the student will This course is designed to provide advanced practice nursing Therapy and Complex Care Prerequisite or corequisite: Health Care Economics, Policy, have developed and received the required approvals on a proj- students with knowledge of pharmacotherapeutics for common This course has three foci: in-depth analysis of theory and Finance . Credit Hours: 3 ect proposal and submitted necessary Institutional Review Board acute and chronic health conditions across the life span . It will research as a basis for the clinical practice of group psycho- requirements . Prerequisite or corequisite: DNP Project Planning also prepare PHMNP students to use, interpret and apply appro- therapy; exploration of the mental health recovery paradigm; NSG-604A DNP Project Planning I II . Credit Hours: 1 priate laboratory diagnostic procedures to the use of medica- and assessment, planning and intervention in complex care of This course is the first of three consecutive one-hour seminars . tions to treat a variety of psychological and psychiatric disorders . individuals with comorbid substance use and medical conditions . Each seminar focuses on a specific aspect of planning for imple- NSG-604D* DNP Project Planning II and III Building on the student’s knowledge of pharmacokinetics and Prerequisite: Major Psychopathological Disorders . Corequisite: mentation and evaluation related to a significant project that The seminar focuses on specific aspects of planning for imple- pharmacotherapeutics, the content includes medications used Clinical Practicum or approval of instructor . Credit Hours: 3 impacts at least one of the Institute of Medicine’s six aims: health mentation and evaluation related to a significant project that for the diagnosis and treatment of a variety of psychological care safety, effectiveness, patient-centeredness, timeliness, effi- impacts at least one of the Institute of Medicine’s six aims: and psychiatric disorders and monitoring the physiological, NSG-578 Interprofessional Cultural Competency via ciency and equity . The focus of this course is on the project prob- health care safety, effectiveness, patient-centeredness, timeli- psychiatric and behavioral responses to these interventions . Community-Based Service Learning lem statement, review of related literature, and application of a ness, efficiency and equity . Prerequisite: DNP Project Planning Prerequisites: Advanced Pharmacology, Neuropathophysiology . This interprofessional course is designed to provide students planning model . Students are guided by their DNP project advisor I . Prerequisite or corequisite for FNPs: Population Intervention Credit Hours: 3 across the disciplines with the knowledge and skills to provide in the development of their project/capstone proposal and in Planning, Implementation and Evaluation . Credit Hours: 2 care within diverse populations and communities . Students will the integration of core content obtained throughout the DNP NSG-576 Neuropathophysiology: A Life Span Approach examine personal attitudes and beliefs as they relate to cultural program . Upon completion of this series of seminars, the student NSG-605 DNP Project This course is designed to provide advanced practice nursing stu- competency and will develop a cultural competency framework will have developed and received the required approvals on a The DNP project provides students with a faculty-guided dents with knowledge of the essential neuropathophysiology of that can be used to guide practice . Students will develop and project proposal and submitted necessary Institutional Review experience in the application of advanced clinical practice and mental illness across the life span . Building on the basics of cell implement a service-learning project in conjunction with the Board requirements . Prerequisite: Effective Project Planning, systems-level knowledge and skill in a practice setting . The physiology and neural transmission, this course focuses on the needs of the community setting in which they are placed, and Implementation and Evaluation or Population Assessment and project represents a synthesis of knowledge gained in all previ- neurobiology of select serious mental illnesses . There is emphasis they will reflect on their experiences as they examine their Health Promotion Frameworks . Credit Hours: 1 ous coursework and involves development, implementation and throughout on the neural structures and functions thought to personal beliefs, values and views, as well as their experiences evaluation of a process for change in health care delivery for be implicated in symptom presentation and disease progres- interacting with each other and their community partners . Credit NSG-604B DNP Project Planning II individuals, groups or populations . The project should be of such sion of select serious mental illnesses . Prerequisite: Advanced Hours: 3 This course is the second of three consecutive one-hour semi- a nature that it serves as a foundation for future scholarship . Pathophysiology . Credit Hours: 3 nars . Each seminar focuses on a specific aspect of planning for The student’s chosen program of study will inform the scope NSG-600 Leadership in Evolving Health Care implementation and evaluation related to a significant project and complexity of practice change for the project . This course NSG-577A Diagnostics and Management I: Psychiatric Environments that impacts at least one of the Institute of Medicine’s six aims: is taken during the term in which students intend to do their Assessment Across the Life Span This course guides students in explorations of leadership in health care safety, effectiveness, patient-centeredness, timeliness, public presentation . Dependent on program . Credit Hours: 2 This course will focus on the methods for gathering pertinent evolving health care environments . Students complete an efficiency and equity . The focus of this course is on the project data in order to conduct a psychiatric assessment, arrive at a assessment and analysis of their leadership style . Leadership evaluation and resource needs . Students are guided by their NSG-606 DNP/Specialty Practicum differential diagnosis and make appropriate treatment recom- trends, styles and competencies are applied to specific leader- DNP project advisor in the development of their project/cap- Practica are planned conjointly by the student and faculty mendations with clients across the life span demonstrating ship scenarios and challenges . In addition, students develop a stone proposal and in the integration of core content obtained member . The minimum number of hours of practica may be psychiatric symptoms . Prerequisite: Psychopharmacology . leadership e-portfolio including a vision statement, goals, and throughout the DNP program . Upon completion of this series determined by the specialty-specific credentialing body and DNP Corequisite: Practicum or permission from instructor . Credit specific strategies for attaining these goals . Prerequisite: NSG- of seminars, the student will have developed and received the requirements and may vary across specialty programs . Clinical Hours: 3 521 Organizational & Systems Leadership (for BSN-DNP APRN required approvals on a project proposal and submitted neces- conference is included . Prerequisite or corequisite: Core courses students only) . Credit Hours: 3 sary Institutional Review Board requirements . Prerequisite: DNP as determined by each program . RN licensure as required by the NSG-577B Diagnostics and Management II: Evidence- Project Planning I . Prerequisite or corequisite for FNP, APHN state in which the practicum will be conducted . Postgraduate Based Treatment NSG-602 Health Care Economics, Policy, Finance students only: Population Intervention Planning, Implementation student requirements are individually determined . P/N grading . The theoretical basis for psychotherapeutic nursing interven- This course will examine current trends in health care policy and and Evaluation . Credit Hours: 1 Credit Hours: variable tions across the life span is examined . Cognitive treatment and economics and their impact on financing and care delivery in evidence-based therapy techniques receive particular emphasis . the United States . Using informatics as a tool, costs associated NSG-604C DNP Project Planning III NSG-607 DNP/Specialty Immersion Residency Management of common psychiatric disorders via clinical prac- with specific health care delivery systems will be analyzed at the This course is the third of three consecutive one-hour semi- This course is designed to provide advanced nursing practice tice guidelines is a third course thread . Prerequisite: Diagnostics organizational level . Credit Hours: 3 nars . Each seminar focuses on a specific aspect of planning for students with an opportunity to achieve specialty competence at and Management I: Psychiatric Assessment Across the Life Span . implementation and evaluation related to a significant project the DNP level . The experience is accomplished under the guid- Corequisite: Practicum or permission of instructor . Credit NSG-603 Effective Project Planning, Implementation that impacts at least one of the Institute of Medicine’s six aims: ance of an approved preceptor/facilitator . The minimum number Hours: 3 and Evaluation health care safety, effectiveness, patient-centeredness, timeliness, of clock hours of residency may be determined by the specialty- This course provides students with the information and tools efficiency and equity . Students are guided by their DNP project specific credentialing body and DNP requirements and may vary

needed to strategically plan, implement and evaluate change advisor in the development of their project/capstone proposal across specialty programs . Credit Hours: variable initiatives and outcomes in practice and health care environ- and in the integration of core content obtained throughout the ments . Prerequisite: Applied Epidemiology and Biostatistics

382 383 NSG-608 Program Evaluation NSG-612 Applied Organizational Analysis & Management the diagnosis of physical findings of individuals across the life NSG-680 Understanding Scientific Paradigms This course provides students with the information and tools of Human Resources span . The course introduces the student to clinical problem solv- This course will provide students with a foundation in rel- needed to strategically evaluate change initiatives and outcomes This course focuses on the structure and function of organiza- ing . Prerequisites: NSG-533, NSG-625L . Credit Hours: 2 evant philosophies of science that have influenced knowledge in practice and health care environments . Prerequisites: NSG- tions . The elements of organizational features, culture, and human development and scientific inquiry in nursing . The learner will 522 and NSG-523 . Credit Hours: 3 talent and the influence on outcomes are explored . Prerequisite: NSG-625L Advanced Health Assessment for Advanced examine how philosophies of science have influenced the devel- Health Care Economics, Policy, Finance . Credit Hours: 3 Practice Nursing Across the Life Span: Lab opment of knowledge and will analyze a concept embedded NSG-609A DNP Project Practicum A This course is designed to teach the clinical components of a within a particular context or phenomenon of interest . Credit This course is the first of a series of three DNP project practi- NSG-613 Data and Decision Making for Strategic comprehensive history and physical examination of individu- Hours: 3 cum courses focused on providing students with experience in Outcomes Management als/families across the life span and the documentation of the application of advanced nursing practice and systems-level This course focuses on acquiring and demonstrating the skills findings . The course provides a framework of critical thinking NSG-681 Understanding Theoretical Framework knowledge in a health care setting . Prerequisites: NSG-608, to effectively utilize data for health care decision making based based on careful collection of history and physical findings Development NSG-610 . Credit Hours: 1 on the process of outcomes management . Students will acquire and their systematic analysis . The course content is organized This course provides the learners with the opportunity to and demonstrate the skills to effectively utilize data to change around advanced health assessment of specific body systems of develop or expand a theoretical framework that will guide their NSG-609B DNP Project Practicum B health care environments, to formulate an outcomes manage- individuals/families across the life span . Prerequisite: Licensure Advanced Clinical Research Practicum (ACRP) and their dis- This course is the second in a series of three DNP project practi- ment plan, and to evaluate aspects of the outcomes management as an RN, successful completion of an undergraduate physical sertation research . Integration of the literature is emphasized . cum courses focused on providing students with experience in process . Prerequisite: Master’s-level statistics, NSG-603 Effective assessment course, completion of Advanced Physiology and Prerequisite: Understanding Scientific Paradigms . Credit Hours: 3 the application of advanced nursing practice and systems-level Project Planning, Implementation and Evaluation OR prerequi- Advanced Pathophysiology . Corequisite: Health Assessment knowledge in a health care setting . Prerequisite: NSG-609A . site or corequisite: NSG-566 Population Assessment and Health Across the Life Span . Credit Hours: 1 NSG-682 Developing Professional Writing Skills Credit Hours: 1 Promotion Frameworks . Credit Hours: 3 This course assists students to develop their publication knowl- NSG-675 Literature Synthesis Approach edge and skills . Issues related to the publication process will be NSG-609C DNP Project Practicum C NSG-614 The Leader and Policy, Politics, Power & Ethics This doctoral-level course examines aspects pertinent to syn explored . Emphasis is on health science writing and publication This course is the final in a series of three DNP project practi- This course will prepare nursing leaders to analyze and influ- thesizing the literature in the form of integrative and system- in professional journals . Credit Hours: 3 cum courses focused on providing students with experience in ence health policy environments . The student will learn to apply atic literature reviews . Content emphasizes the principles of a the application of advanced nursing practice and systems-level methods of policy analysis to policies of relevance to their practice literature review, including the review question, review protocol, NSG-683 Ethical Conduct in Research Settings knowledge in a health care setting . Prerequisite: NSG-609B . settings, and to use the results to advocate for populations and search strat egies, data extraction, and synthesis . Credit Hours: 3 This course provides the student with an in-depth examination Credit Hours: 1 organizations/systems . The student will learn methods for evaluat- of the ethical principles that guide the conduct of responsible ing policy outcomes and how to design interventions to influence NSG-678 The Research Process: Mixed Methods research . These principles will be examined in the context of cur- NSG-610 DNP Project Planning and Implementation policymaking and intervention implementation . Applying these This web-based course will focus on the history, nomenclature, rent, historical and future scientific achievements . Prerequisite: This course examines implementation science theories, mod- skills in an organizational context will enhance the policy process, typologies, design, conduct and dissemination of mixed-methods Enrollment in the PhD nursing program or approval by course els and frameworks intended to improve health care quality . as well as help leaders to assist their organizations to respond research . Emphasis will be on the comparison of various mixed- director . Credit Hours: 3 Complex factors that influence an effective and sustainable to policy opportunities and threats . Prerequisite: Research for method typologies, the selection of appropriate design for the implementation initiative will be analyzed through critique of NSG-684 Intermediate Statistics Evidence-Based Practice (for BSN-DNP students); Health Care research questions, and the integration of both the qualitative research in the field . This course provides students with the This course develops the student’s knowledge of the application Economics, Policy, Finance . Credit Hours: 3 and quantitative data in analysis and dissemination of results . information and tools required to plan a strategy that evaluates Prerequisite: The Research Process: Qualitative Design; The of database management principles and intermediate statistical and/or improves quality and patient safety in complex health NSG-615 DNP Project Proposal Seminar Research Process: Quantitative Design & Methods Part I and principles in health care research . Credit Hours: 3 care environments . Prerequisites: NSG-521, NSG-522, NSG-523, This seminar focuses on the development of the DNP proposal . Part II (corequisite is acceptable) . Credit Hours: 3 NSG-685 Multivariate Statistics and NSG-602 (for BSN-DNP students) . Corequisite: NSG-602 Students are guided by their DNP project advisor in the devel- This course develops the student’s knowledge of the applica- (for SXSLEAD students) . Credit Hours: 3 opment of their project proposal and in the integration of core NSG-679 Evidence-Based Teaching in Health Professions tion of multivariate statistical principles in health care research . content obtained throughout the DNP program . Upon completion The focus of this course is on essential components of a health NSG-611 Financial & Business Concepts Prerequisite: Graduate Statistics OR Applied Epidemiology & of this seminar, the student will have developed and received the professional’s education, including learning theories and This course will enable students to understand, apply and Biostatistics for Nursing Practice and Intermediate Statistics . required approvals on a project proposal and presentation and evidence-based methods of facilitating and assessing learn- communicate the concepts required for effective financial Credit Hours: 3 will have submitted necessary Institutional Review Board require- ing . Course and curriculum design are examined, and course, planning, decision making, and management in health care program and institutional evaluation are reviewed . The tripartite ments . Prerequisites: NSG-608 and NSG-610 OR NSG-566 and NSG-686 The Research Process: Quantitative Design & programs and organizations . The long-term financial impact of faculty role is explored with an emphasis on the scholarship of NSG-567 . Credit Hours: 2 Methods Part I practice changes will be assessed at the organizational level . teaching and the faculty member’s responsibilities to profes- Prerequisite: Health Care Economics, Policy, Finance . Credit NSG-625 Advanced Health Assessment for Advanced sional and institutional service and leadership . Credit Hours: 3 This course is the first in a series of three doctoral-level Hours: 3 Practice Nursing Across the Life Span research courses that promote the development, integration and application of the knowledge, attitudes and skills required This course is designed to enhance the advanced practice nursing to function as a clinical nurse scientist . This course provides student’s knowledge of a history and physical examination and an overview of the research process and a brief history of

384 385 nursing research within the context of current issues and trends candidate must be enrolled for at least three quarter hours each and phytochemicals as new bioactive molecules of interest in NTR-545 Nutrition Assessment in nursing . The research literature serves as the foundation for quarter or until the dissertation has been defended . The suc- human health will also be covered . Credit Hours: 2 This course covers the interpretation of information from dietary, examining research problems, developing problem statements, cessful dissertation defense constitutes a submitted paper and laboratory, anthropometrics and clinical study . Various nutrition and conceptualizing research questions . Finally, theoretical and verbal defense . Credit Hours: 8 NTR-523 Advances in Vitamin and Mineral Nutriture in assessment techniques and the appropriate use of these tools conceptual frameworks ground and enrich the research process Human Nutrition in determining the nutrition status of a population or individual as students explore appropriate samples and sampling designs . In this advanced course in human metabolism, students examine client are addressed . Credit Hours: 2 Prerequisite: Enrollment in the PhD nursing program and Applied Clinical Nutrition key metabolic pathways and physiological factors affecting Epidemiology & Biostatistics for Nursing Practice OR 4 hours of micronutrient needs at various life stages . Credit Hours: 2 NTR-549 Physiological Basis of Exercise and Nutrition CHS-502 Research Methods Graduate Statistics . Credit Hours: 3 This course examines the physiological and metabolic adapta- This course introduces students to methods of scientific research NTR-531 Application of Behavioral Change and tions to exercise and physical conditioning . Special attention is NSG-687 The Research Process: Quantitative Design & to include review of literature, research designs, sampling Educational Theories in Nutrition Counseling and given to the nutritional needs of the human body in response Methods Part II techniques, measurement and related issues . Research articles Education to specific types of exercise . Prerequisites: NTR-522, NTR-542 . This course is the second in a series of three doctoral-level and research thesis that exemplify various research designs, Each student will plan, implement and evaluate a nutrition Credit Hours: variable research courses that promote the development, integration and presentation of results, and conclusions will be reviewed and counseling project around specific dietary behavior and behavior application of the knowledge, attitudes and skills required to discussed . Credit Hours: 3 change theory and strategies . The student will share results of NTR-555 Population Studies in Nutrition Epidemiology function as an independent clinical researcher . The course will the experience and project with clinicians . Credit Hours: 4 Cross-sectional studies, longitudinal studies and clinical trials NTR-516 Supervised Experience in Clinical Nutrition IV include research design, measurement, instrument development, that focus on nutritional outcomes and dietary patterns in rela- NTR-534 Nutrition in Critical Care intervention fidelity, data management, cross-cultural issues, Students plan, organize, direct and evaluate nutrition care for tion to health outcomes of population groups are examined . A This advanced-level supervised experience in enteral and par- and research translation . Emphasis is on the critical appraisal of individuals and groups of varying ages and lifestyles across the major emphasis is placed on the findings garnered from major enteral nutrition provides current rationale and techniques for selected research designs and measurement strategies relevant continuum of care . Students function as members of the health national surveys or trials, and how findings have influenced implementing and monitoring nutritional therapy in critically ill to quantitative research . Prerequisite: The Research Process: care team with increasingly complex learning experiences and nutrition policy, research and future prevention strategies is patients . Special attention is given to metabolic complications Quantitative Design & Methods Part I . Credit Hours: 3 clinical responsibilities . Limited to clinical nutrition students . discussed . Credit Hours: 2 Credit Hours: 6 associated with enteral and parenteral feeding . Credit Hours: NSG-688 The Research Process: Qualitative Design & variable NTR-558 Dietetic Public Policy Initiatives and Advocacy Methods NTR-517 Supervised Experience in Clinical Nutrition V This course introduces students to the public policy initiatives NTR-535 Nutrition in Pediatric Critical Care This course will focus on the design, conduct and dissemination Students plan, organize, direct and evaluate nutrition care for supported by the American Dietetic Association, reviews the This supervised practicum is based on scientific theory and of qualitative research . Emphasis will be on the critical appraisal individuals and groups of varying ages and lifestyles across the policy formulation process, and provides opportunities to advo- practical application of nutrition support in critically ill infants/ of qualitative research methodologies, data analysis, and analysis continuum of care . Students function as members of the health cate for food and nutrition initiatives with elected governing children . The focus of this experience includes nutritional and interpretation of findings . Prerequisite: Understanding care team with increasingly complex learning experiences and officials . Students will monitor and actively advocate for public requirements of premature infants, nutrition delivery in the neo- Scientific Paradigms . Credit Hours: 3 clinical responsibilities . Limited to clinical nutrition students . policy impacting food and nutrition . Credit Hours: 1 Credit Hours: 6 natal intensive care unit, and enteral and parenteral nutrition NSG-690 Grantsmanship therapies for pediatric patients with a variety of diseases and NTR-560 Food and Nutrition Services Management NTR-518 Supervised Experience in Management This course examines grant writing and review skills . Content organ dysfunctions . Credit Hours: variable The course will focus on advanced practices and principles focuses on grant mechanisms, strategies, format, and the review Students function as members of the management team in the related to management of food and nutrition services in health NTR-541 Integrating Nutrition in Disease Prevention process . Guidelines address writing particular NIH grant sections, food-service and nutrition department of the medical center . care operations . Credit Hours: 3 and Treatment I including specific aims and research approach, human subjects, Students complete a management project . Credit Hours: 3 Students study the pathophysiology of disease and the inter- NTR-566 Seminar budget, personnel, and supporting materials . Prerequisites for NTR-521 Regulation of Macronutrient Metabolism in related role of nutrition in prevention, etiology and treatment of CON students: NSG-681, NSG-687 and NSG-681; for RHSM This course is designed to allow students to research the litera- Human Nutrition disease . Critical review and evaluation of the nutrition literature students: HSC-610, HSC-611, HSC-612 and HSC-622 . Credit ture related to a specific topic, present a summary and critical In this advanced course in human metabolism, students inte- in prevention and treatment of acute and chronic disease are Hours: 3 analysis of the literature supporting/refuting this topic, respond grate biochemical and molecular nutrition, emphasizing regula- performed by students . Credit Hours: 4 to questions, and lead a discussion among peers and faculty . NSG-691 Advanced Clinical Research Practicum tion of dietary carbohydrates, lipid and protein metabolism and Credit Hours: 1 NTR-542 Integrating Nutrition in Disease Prevention Encompasses a minimum of 8 credit hours of individually their impact on nutritional status and health . Differences in and Treatment II NTR-572 Nutrition Communication designed courses of independent study that are planned fuel utilization in specific organs under various conditions are Students study the pathophysiology of disease and the inter- conjointly by the student and academic advisor . Credit Hours: highlighted . Credit Hours: 4 This course presents various theoretical perspectives on health- related role of nutrition in prevention, etiology and treatment of variable related behavior change and factors that influence behavior . NTR-522 Energy Metabolism and Bioactive Compounds disease . Critical review and evaluation of the nutrition literature Students learn selection of strategies and design of interven- NSG-699 Dissertation Research in Human Nutrition in prevention and treatment of acute and chronic disease are tions for nutrition communication with patients in inpatient and The student contracts with faculty members and the associate This advanced course in human metabolism integrates bio- performed by students . Credit Hours: 4 outpatient settings . Credit Hours: 3 chemical and molecular nutrition as it relates to the regulation dean for academic affairs for independent research . The doctoral of energy metabolism . The health impact of dietary supplements

386 387 NTR-582 Introduction to Research Methods of the criterion/criteria of adequacy for specific age groups . management, acid-base balance, influence of underlying NTR-624 Geriatric Nutrition The course focuses on selection of a research problem and Additional discussion and evidence is assessed regarding the chronic disease on the acute phase response, and evidence- This advanced course will explore the changes in nutritional identification of designs and methodologies available to address basis for tolerable upper limits for each mineral . Prerequisite: based nutrition-related recommendations for the use of enteral needs associated with normal aging as well as needs during a the research problem . In addition, the course is designed to Departmental approval . Credit Hours: 3 and parenteral nutrition in ICU-related illnesses . Prerequisite: variety of disease states . Independence/successful aging, disease facilitate student interpretation and critical analysis of nutrition NTR-612 Advanced Nutrition Care II or permission of instructor . prevention and neurological problems will be emphasized . End- research literature . Credit Hours: 3 NTR-606 Theory-Based Approaches to Promotion of Credit Hours: 2 of-life issues will be addressed . Social support networks and Dietary Changes resources and will be studied . Practical applications of knowledge NTR-583 Food Systems Operations Analysis Students explore theories of health behavior, targets for change NTR-613L Advanced Nutrition Care III Lab learned will be addressed . Evidence-based research to support This course explores significant food systems management and the methods for accomplishing dietary change in a variety This course will integrate the clinical components of evidence- these issues will be studied . Prerequisite courses: None or permis- issues in the health care industry . Credit Hours: 1 of settings that characterize the diverse practice of nutrition based practice and current nutrition theory for critically ill sion of instructor . Credit Hours: 2 and public health education, including worksites, hospitals, patients in the intensive care unit (ICU) . Participants will demon- NTR-590 Special Topics ambulatory care settings, schools and communities . Prerequisite: strate nutrition support management of altered energy and mac- NTR-631 Research in Nutrition Behavior Change & Students conduct an in-depth examination of contemporary Departmental approval . Credit Hours: 3 ronutrient metabolism and monitor electrolyte and acid-base Education professional issues . Content varies according to topic choices balance . Evidence-based nutrition-related recommendations Students will critically evaluate the research about various behav- by instructor . Prerequisite: Instructor approval . Credit Hours: NTR-607 Nutritional Response to Exercise will be examined for the use of enteral and parenteral nutrition ior change theories as well as the factors that influence behavior variable The physiological and metabolic adaptations to exercise and in ICU-related illnesses . Co-enroll in NTR-613 for MS degree change . These theories, constructs and strategies will be used to physical conditioning are examined . Special attention is given to students . MS/DI students cannot take this course . Prerequisite develop counseling and educational strategies to use with differ- NTR-592 Individualized Clinical Practice the nutritional needs of the human body in response to specific courses: None or permission of instructor . Credit Hours: 1 ent individuals or groups . Prerequisite courses: None or permis- Students complete advanced experience in one or more areas of types of exercise . Prerequisite: NTR-522, NTR-542 . Credit Hours: sion of instructor . Credit Hours: 3 clinical nutrition practice . Limited to clinical nutrition students . variable NTR-621 Regulation of Macronutrients & Energy Credit Hours: variable Metabolism in Human Nutrition NTR-641 Leadership & Management in Dietetics NTR-611 Advanced Nutrition Care I This course will integrate biochemical and molecular nutri- This advanced course in leadership will explore theories of leader- NTR-595 Rationale for the Dietary Reference Intakes This course will integrate evidence-based practice and current tion, emphasizing regulation of dietary carbohydrate, lipid and ship with the focus on practices and principles related to develop- This course is designed to familiarize the student with scientific nutrition theory in prevention and nutritional management of protein metabolism and their relation to health . Regulation of ing leadership behaviors and competencies . Advanced practices rationale for the Dietary Reference Intakes . The application of obesity, diabetes, cardiovascular disease and cancer . Participants energy metabolism as it relates to energy and nutrient intake and principles related to management of food and nutrition these dietary standards for populations, subgroups and individu- will review the pathophysiology and epidemiology of disease, will be discussed . Recent research and evidence-based nutrition services in health care operations will be explored . Prerequisite als is reviewed in both a historical context and one based on examine evidence-based nutrition-related recommendations recommendations will be incorporated . Prerequisite courses: courses: None or permission of instructor . Credit Hours: 3 current literature . Credit Hours: 2 for disease prevention, evaluate the research evidence sup- None or permission of instructor . Credit Hours: 3 porting various nutritional approaches for treating disease, and NTR-650 Supervised Experience in Food Systems NTR-600 Independent Study identify differences in disease management by race/ethnicity . NTR-622 Micronutrient, Phytochemicals & Dietary Management This course will provide students the opportunity to perform Prerequisite courses: None or permission of instructor . Credit Supplements in Nutrition Students function as members of the management team in the independent work on a project under faculty supervision . The Hours: 3 This advanced course in human nutrition will explore the role food-service units of the medical center . Through increasingly project may involve nutrition-related data collection, entry and of micronutrients, phytochemicals and dietary supplements complex learning experiences, students are expected to develop analysis or preparation of a paper or presentation . Nutrition top- NTR-612 Advanced Nutrition Care II in metabolism and health maintenance . Differences in these competence as an entry-level practitioner in food systems ics may include, but will not be limited to, metabolism, medical This course will integrate evidence-based practice and current processes across the life span and research to support this will management . Enrollment is limited to Clinical Nutrition MS/DI nutrition therapy, community nutrition, or food service manage- nutrition theory in prevention and nutritional management of be discussed in the context of the Dietary Reference Intakes . students . Prerequisite: None or permission of instructor . Credit ment . Prerequisite courses: none or permission of instructor . renal, gastrointestinal, pulmonary, neurological disease and Prerequisite courses: None or permission of instructor . Credit Hours: 5 Credit Hours: 1 - 3 osteoporosis . Participants will review the pathophysiology and Hours: 3 epidemiology of disease, examine evidence-based nutrition- NTR-651 Supervised Experience in Clinical Nutrition I NTR-604 Critical Topics in Clinical Nutrition related recommendations for disease prevention, evaluate the NTR-623 Maternal Child Nutrition Students will provide nutrition assessment, diagnosis, interven- This is an independent study/project in which the student in research evidence supporting various nutritional approaches for This advanced course will explore the relation among nutrition, tion, monitoring and evaluation to individuals of varying ages, collaboration with faculty advisor chooses a topic of interest . treating disease, and identify differences in disease management growth, development and health issues/concerns such as obesity backgrounds and cultures across the continuum of care . Students The focus of this course is on thorough analysis and application by race/ethnicity . Prerequisite courses: None or permission of and feeding/eating disorders of children birth to 21 years old will function as members of the health care team with increas- of the topic . Prerequisite: Departmental approval . Credit Hours: instructor . Credit Hours: 3 with an emphasis on critical time periods . Pregnancy and lacta- ingly complex learning experiences and clinical responsibilities . variable tion periods will be included, as well as the vital role of families Students will also provide nutrition care and education to indi- NTR-613 Advanced Nutrition Care III NTR-605 Advanced Mineral Metabolism and agencies in nutritional care . Evidence-based research to viduals and groups . Enrollment is limited to Clinical Nutrition MS/ This course will review evidence-based practice and current support these issues will be studied . Prerequisite courses: None This course provides students with an in-depth examination of DI students . Prerequisite: None or instructor permission . Credit nutrition theory for critically ill patients in the intensive care unit or permission of instructor . Credit Hours: 2 Hours: 6 the understanding of essential minerals with respect to current (ICU) . Participants will discuss alterations in energy metabolism, dietary reference intakes with an emphasis on critical analyses regulation of macronutrients during critical illness, electrolyte

388 389 NTR-652 Supervised Experience in Clinical Nutrition II CHS-502 Research Methods or permission of instructor . Credit OBG-7EI Obstetrics/Gynecology Individualized Elective OBG-767 Reproductive Endocrinology & Infertility Students will provide nutrition assessment, diagnosis, interven- Hours: 3 Students may receive credit for an individually arranged elective This elective provides clinical experience in diagnostic evalua- tion, monitoring and evaluation to individuals of varying ages, with a Rush faculty members . In order to receive credit for such tion and therapeutic management of couples with infertility and backgrounds and cultures across the continuum of care . Students NTR-692 Seminar in Clinical Nutrition a rotation, the person to whom the student will be responsible women with gynecologic endocrine problems . The students will will function as members of the health care team with increas- In this course, students will examine the evidence about a key must write a letter stating the student’s activities, responsibilities, prepare and participate in discussions related to the R2 and R3 ingly complex learning experiences and clinical responsibilities . nutrition topic that is controversial or novel that has been identi- amount of supervision, and specific dates of the rotation . The learning objectives for reproductive endocrinology and infertility . Students will also provide nutrition care and education to indi- fied by the course instructor, critically analyze the literature, and sponsoring faculty member must complete an evaluation of the The students will also participate in routine diagnostic studies viduals and groups . Enrollment is limited to Clinical Nutrition MS/ summarize the evidence for faculty and fellow students in an student’s performance at the conclusion of the elective . Students such as ovulation timing, postcoital tests, endocrine evaluation, DI students . Prerequisite: None or permission of instructor . Credit oral presentation . Finally, the student will be able to identify must submit a proposal to the Office of Clinical Curriculum for etc ,. and are introduced to the use of diagnostic and therapeutic Hours: 6 how to apply this new content in clinical practice . Prerequisite approval at least eight weeks before the rotation and must have procedures such as hysterosalpingography, ultrasonography, courses: None or permission of instructor . Credit Hours: 1 written approval from the assistant dean of clinical curriculum laparoscopy, hysteroscopy, etc . The students scrub on surgical NTR-653 Supervised Experience in Clinical Nutrition III before beginning the rotation . Students may receive four weeks reconstructive procedures involving the female reproductive NTR-698 Thesis Students will provide nutrition assessment, diagnosis, interven- of credit for an individually arranged elective . Credit for a maxi- system and participate in the activities of the in vitro fertilization Under faculty supervision, the student prepares and presents a tion, monitoring and evaluation to individuals of varying ages, mum of only one individually arranged elective will count toward program . Laboratory experience in observing sperm separation, research thesis . Emphasis is on a review of current research lit- backgrounds and cultures across the continuum of care . Students graduation requirements . Elective . intracytoplasmic sperm injection and other procedures may also erature and appropriate research design and methods in support will function as members of the health care team with increas- be included . Elective . ingly complex learning experiences and clinical responsibilities . of research objectives . Prerequisite courses: None or permission OBG-703 Core Clerkship: Obstetrics-Gynecology Students will also provide nutrition care and education to indi- of instructor . Credit Hours: 3 The course in clinical obstetrics and gynecology is designed OBG-781 Research in Obstetrics & Gynecology viduals and groups . Enrollment is limited to Clinical Nutrition MS/ to familiarize the student with the female reproductive tract . Students may arrange research rotations individually with NTR-698 Thesis DI students . Prerequisite courses: None or permission of instruc- Emphasis is placed on routine obstetrics and gynecologic health faculty at Rush . In order to receive credit for such a rotation, the Under faculty supervision, the student prepares and presents a tor . Credit Hours: 6 care maintenance and patient education . Identification and person to whom the student will be responsible must write a research thesis . Emphasis is on a review of current research lit- management of high-risk pregnancy, infertility and other endocri- letter describing the student’s activities, responsibilities, amount erature and appropriate research design and methods in support NTR-654 Supervised Experience in Clinical Nutrition IV nopathies, gynecologic oncology, family planning, psychosomatic of supervision, and the specific dates of the rotation . Students of research objectives . Prerequisite courses: None or permission Students will provide nutrition assessment, diagnosis, interven- disorders, and normal physiological changes in obstetrics and must submit a proposal to the Office of Clinical Curriculum for of instructor . Credit Hours: 2 tion, monitoring and evaluation to individuals of varying ages, gynecology as well as gynecologic surgery are some of the areas approval at least eight weeks before the rotation and must have backgrounds and cultures across the continuum of care . Students NTR-999 Continuous Enrollment covered in detail . Required . Credit Hours: 6 written approval from the Office of Clinical Curriculum before will function as members of the health care team with increas- The requirement for continuous enrollment applies to all beginning the rotation . Research rotations are scheduled for ingly complex learning experiences and clinical responsibilities . OBG-731 Maternal-Fetal/High Risk students admitted or readmitted for Fall 2015 or later . Doctoral a minimum of four weeks of credit with the expectation that Students will also provide nutrition care and education to indi- Emphasis of this elective is on the identification and management students should follow program requirements for continuous the full project will extend beyond the formal course duration . viduals and groups . Enrollment is limited to Clinical Nutrition MS/ of high-risk pregnancy . Ultrasonography, amniocentesis, medical enrollment and degree completion . Students who have not Elective . DI students . Prerequisite courses: None or permission of instruc- and surgical complications of pregnancy, and operative obstetrics completed their degree requirements are required to maintain tor . Credit Hours: 5 are some of the specific topics dealt with in detail . Students par- continuous enrollment through the college of their program ticipate in antepartum management of hospitalized and ambu- until the degree is earned . Continuous enrollment courses are Occupational Therapy NTR-655 Management Project latory pregnant patients with high-risk conditions . Additional graduate-level courses set up by departments at Rush University The purpose of this course is to provide a management project exposure to intrapartum problems is obtained through daily OCC-502 Occupational Therapy History and Philosophy for students who need to remain actively enrolled in the that gives students an opportunity to apply the dietetic, manage- clinical teaching rounds and through follow-up of high-risk ante- This course will provide an overview of the historical foundation University while they finish their graduate work . Credit Hours: 1 ment and leadership competencies acquired in the core courses partum patients as they go through labor and delivery . Special of occupational therapy and how this foundation has shaped of the master’s degree/dietetic internship program to a nutrition experiences and involvement in genetic counseling, prenatal occupational therapy philosophy and practice . The student will or food service management project . It is the culminating experi- diagnosis and obstetric ultrasound are also available . Elective . be introduced to a variety of practice areas, the role of practi- ence in the Clinical Nutrition program . Prerequisite courses: None Obstetrics and Gynecology tioners in these practice areas, professional organizations and or permission of instructor . Credit Hours: 3 OBG-EXM Core Clerkship: Obstetrics-Gynecology - Exam OBG-761 Gynecologic Oncology philosophical beliefs that guide practice today . Credit Hours: 4 Remediation The purpose of the senior elective rotation is to expose the NTR-691 Nutrition Epidemiology OCC-503 Occupation and Health Across the Life Span Remediation of OBG-703 Core Clerkship: Obstetrics-Gynecology student directly to medical, surgical and research aspects of The course will develop students’ ability to apply epidemiologi- The dimensions of occupation, as well as its dynamic and through exam retake only . gynecological cancer care, beyond the scope of what is achieved cal concepts that guide evidence-based nutrition policy including during short-term required rotations . The student functions as a reciprocal relationships with the health, wellness and illness the Dietary Guidelines for Americans and other federal programs OBG-REM Core Clerkship: Obstetrics-Gynecology - partner in a team of attendings, residents and nurses . Elective . continua, will be explored . In addition, examination of the life- developed in dynamic health care environments . Students will use span developmental process and its relationship to the perfor- Clinical Weeks Remediation public use data sources, SPSS software and published litera- Remediation of OBG-703 Core Clerkship: Obstetrics-Gynecology mance of societal roles including one’s chosen occupations will ture to address nutrition health concerns of population groups . through clinical weeks only . be facilitated . Synthesis of the concepts of occupation, wellness Prerequisite courses: CHS-501 Introduction to Biostatistics, and illness continua and changes in physical, environmental

390 391 and/or occupational opportunity and occupational participation OCC-508 Group Dynamics OCC-514 Occupational Therapy Interventions IV context of occupational therapy . Students will also examine the over the life span will be reflected upon . Adaptations to maximize Didactic and experiential activities designed to familiarize the Students learn to apply models and frames of reference for the influence of chronic disease on health, wellness and occupational social and occupational participation will be considered . The student with basic principles underlying group process and group prevention, development, evaluation, remediation and restora- performance . Credit Hours: 2 congruence of these concepts with occupational theories will also behavior and clinical application of these principles in occupational tion of occupational performance as it relates to various pediat- OCC-531 Principles and Methods of Education be discussed . Credit Hours: 3 therapy are studied . Credit Hours: 3 ric populations . Credit Hours: 4 This course offers a range of practical methods for teaching and OCC-504 Human Structure and Principles of Movement OCC-509 Analysis of Occupational Performance OCC-516 OT Interventions I Fieldwork facilitating learning geared to the day-to-day realities encoun- The primary goal of this course is to understand and evaluate the The focus of this course will be on the development of task analysis This course will offer lecture and practical application oppor- tered by occupational therapists . The students will explore a musculoskeletal system related to the skill components of occu- skills by applying logical thinking, critical analysis, problem solving tunities to facilitate the development of professional behaviors variety of learning and educational theories and their application pational behavior . Biomechanical principles are presented with and creativity . Students will demonstrate the ability to grade and required for successful fieldwork experiences . A supervised Level to increase their own effectiveness in daily teaching with clients, application to treatment examples of occupational performance adapt occupation-based tasks and purposeful activity including the I fieldwork experience related to the theory and application of families and colleagues . Experiences with both face-to-face inter- dysfunction . The student will learn and demonstrate the abil- interaction of performance areas, components and contexts through occupational therapy in the areas of physical disabilities, pedi- actions and distance education/training may be provided . Credit ity to evaluate posture, joint motion, muscle strength and body dynamic classroom exercises . Credit Hours: 3 atrics, and psychosocial practice will also be completed . Credit Hours: 2 mechanics in selected activities . Credit Hours: 4 Hours: 1 OCC-510 Occupational Therapy Perspectives in Ethics and OCC-532 OT Perspectives in Technology OCC-504L Functional Anatomy With Lab Multiculturalism OCC-517 OT Interventions II Fieldwork Exposure to assistive technology with emphasis on assessment, The primary goal of this course is to understand and evaluate the This course will focus on understanding the many dimensions of This course will provide didactic and lab training on the use of selection, characteristics and application . Emphasis will be on musculoskeletal system related to the skill components of occu- multiculturalism so that the students may develop a basis from physical agent modalities . In addition, this course focuses on low-technology and high-technology devices and systems to pational behavior . The gross anatomical structures are presented which to be sensitive to the uniqueness of individuals . Various development of professional behaviors to prepare students for include wheelchairs, seating systems, switches and computer units with application of the assessment and treatment of occupa- perspectives with regard to cultural beliefs about health, illness and fieldwork experiences . A supervised two-week field experience and the indications for use in the role of human performance . tional performance dysfunction . The student will learn, through treatment and how these beliefs direct the formation of policy will related to the theory and application of occupational therapy Credit Hours: 2 lecture and prosected laboratory specimens, the gross structures also be explored . This course will conclude with the presentation in the areas of physical disabilities, pediatrics and psychosocial OCC-536 Issues and Perspectives in Pediatric OT of the human body, with an emphasis on the structures vital for of potential ethical and legal dilemmas in occupational therapy practice will also be completed . Credit Hours: 1 Issues and perspectives that are unique to the pediatric popula- functional performance . The cardiorespiratory, gastrointestinal, practice and experiential opportunities to use a range of problem- OCC-518 OT Interventions III Fieldwork tion are explored in this course . The course begins with founda- genitourinary, musculoskeletal and head/neck systems will be solving techniques to handle these situations . Credit Hours: 3 tional topics of occupational performance as it relates to various covered; a large content focus is on the musculoskeletal system This course will provide didactic and lab training on the use of pediatric populations . To provide the students with clinical reason- with emphasis on the upper extremities and upper trunk . Credit OCC-511 Occupational Therapy Interventions I physical agent modalities and review of clinical skills necessary ing tools used in the occupational therapy process with children Hours: 2 Students learn to apply theories and conceptual models for for successful completion of fieldwork experiences . In addition, evaluation and restoration of occupational performance based on this course focuses on development of professional behaviors and their families, exploration of various frames of reference is OCC-505 Clinical Foundational Skills psychosocial principles . The occupational therapy planning and to prepare students for fieldwork experiences . A supervised then completed . Credit Hours: 4 The primary goal is for students to acquire basic clinical reason- implementation process is introduced and developed through con- two-week field experience related to the theory and applica- OCC-537 Issues and Perspectives in Geriatric OT ing and practice skills as a foundation for their clinical practicum current interface with the preclinical experience . Credit Hours: 5 tion of occupational therapy in the areas of physical disabilities, This course focuses on an understanding of the occupational experience at Rush University Medical Center and in the commu- pediatrics and psychosocial practice will also be completed . therapist’s role in working with the geriatric population, including nity . Credit Hours: 2 OCC-512 Occupational Therapy Interventions II Credit Hours: 1 Students learn to apply theories and conceptual models for the service delivery systems, normal and pathological changes occur- OCC-506 Medical Conditions Seminar restoration of occupational performance based on biomechanical OCC-525 Neuroscience and Cognition ring as one ages, and specific interventions utilized by practitio- Selected medical, surgical, neurological and orthopedic conditions and rehabilitative principles . The laboratory component includes This course consists of lecture and lab content covering the ners . Credit Hours: 3 with emphasis on their etiology, treatment and prognosis will be splinting, wheelchair/positioning experiences and skill-building in anatomy, functions and selected dysfunctions of the central OCC-538 Evaluation and Assessments explored through presentations and discussions . Credit Hours: 3 interventions and documentation . This course interfaces with the and peripheral nervous systems . The student will learn the basic Administration, scoring, interpretation and reporting of selected preclinical experience . Credit Hours: 5 principles of organization, structure and function within the OCC-507 Psychosocial Dysfunction human nervous system and correlate specific clinical signs and tests and informal assessments useful in occupational therapy This course focuses on the functional abilities that are compro- OCC-513 Occupational Therapy Interventions III symptoms to lesions within the central and peripheral nervous evaluation of clients of varying ages and disability will be mised by mental disorders and the side effects of pharmacother- Students learn to apply theories and conceptual models for the system . Instruction on clinical measures, including evaluation examined in this course . Students will critically assess the merits apy . Interdisciplinary and occupational therapy interventions of restoration of occupational performance based on motor learning, and assessment tools specific to the neurological tracts, will be of various instruments based upon the essential components of mental disorders and chemical dependency are reviewed from the cognitive-perceptual and rehabilitation models of practice . Students included, with this material being applied through interactive credibility and will recognize the strengths and limitations of the rehabilitation and occupational performance perspectives . Credit will become familiar with basic splinting principles and demonstrate labs . Credit Hours: 4 instruments reviewed . Focus on the clinical reasoning used in the Hours: 3 skill in constructing static splints . The occupational therapy planning evaluation and re-evaluation process (i .e ., selection of assess- OCC-530 OT Perspectives in Health & Wellness and implementation process is introduced and developed through ments, interpretation and application of results) will be explored concurrent interface with the preclinical experience . Credit Hours: 5 This course provides students with a holistic overview of the and implemented . Ethical considerations required in the evalua- multifaceted dimensions of health and wellness across the tion process will also be addressed . Credit Hours: 3 life span . The six dimensions of health are explored within the

392 393 OCC-543 Health Care Systems OCC-590 Advanced Practice Seminar OCC-598C Research Implementation adapt occupation-based tasks and purposeful activity including This course reviews and identifies the factors, forces and dynamics This course will expose students to advanced and emerging Student will finalize preparation for research implementation, the interaction of performance areas, components and contexts of the environment in which health care services are provided . The practice topics to foster interest in future professional growth after which the implementation of thesis project based on the through dynamic classroom exercises . In addition, a four-week interrelationships of health care institutions in the future and their opportunities . Professional development and competencies research proposal will be completed and defended . Topic is to practicum experience within Rush University Medical Center impact on occupational therapy will be discussed . Credit Hours: 3 for varied specialized roles and functions are also explored . be relevant to current occupational therapy practice . Completion will allow students the opportunity to apply skills learned in the This course will provide didactic lectures, invited speakers and of the thesis option will require enrollment in at least 9 credit classroom in a clinical setting . Prerequisites: OCC-506; OCC-605 . OCC-544 Management Concepts for Occupational intentionally designed field outings to deliver the course content . hours between OCC-598A, OCC-598B, and OCC-598C . Credit Credit Hours: 3 Therapy Credit Hours: 3 Hours: variable Students will examine administrative activities related to the OCC-610 Occupational Therapy Process effective delivery of OT services, including program planning, OCC-591 Program Development and Community-Based OCC-602 Introduction to Occupation, Health and This course will introduce students to the fundamentals of the organization, control and leadership . Personnel management, Practice in Occupational Therapy Wellness occupational therapy process including evaluation, documenta- communication, effective use of professional and nonprofessional Health care delivery continues to change, and these changes This course provides an overview of the historical foundations tion and therapeutic relationships . Prerequisites: OCC-605; OCC- staff, fiscal accountability, quality management, marketing/promo- tend to come quickly, with little perceived notice . It is important of occupational therapy as they relate to general occupational 609 . Credit Hours: 2 tions and resource allocation will be presented . Credit for occupational therapists to monitor their agency, practice, and therapy practice and the philosophical perspectives upon which Hours: 3 context in general for impending changes and make recommen- the profession is based . This course also provides students with OCC-612 Physical Disabilities I dations for changes to existing services and/or develop proposals a holistic overview of the multifaceted dimensions of health This course presents the application of theories and conceptual OCC-576 Sociocultural Aspects of Care for new services in traditional health care systems, as well as and wellness across the life span . Six dimensions of health are models for restoration of occupational performance based on This course introduces students to the cultural issues that impact community-based programs . This class will introduce students to explored within the context of occupational therapy . The influ- biomechanical and rehabilitative principles . The occupational practice . Culture is multifaceted and will be explored through a community-based practice, as well as the program development ence of chronic disease on health, wellness and occupational therapy planning, evaluation and intervention process is intro- variety of viewpoints and applied to a variety of practice settings . process . Students will also explore alternative funding strategies, performance will be explored . Credit Hours: 3 duced, and instruction methods include application and synthesis Credit Hours: 2 such as grant writing to fund new or developing programs . Credit of covered topics . Credit Hours: 4 Hours: 2 OCC-603 Foundational Theories in Occupational OCC-581 Qualitative Research Methods and Design Therapy OCC-613 Physical Disabilities II This course provides the students with an opportunity to explore OCC-595 Advanced Fieldwork I This course focuses on the prevalent theories of occupational This course presents the application of theories and conceptual and experience how both mixed-methods and qualitative research Supervised field experiences applying theoretical OT concepts therapy and the impact of theory on clinical practice . It intro- models for restoration of occupational performance based on methodologies are used in clinical and management outcome on subjects having psychosocial/physical dysfunctions . Full-time duces students to the difference between models of practice motor learning, cognitive-perceptual and rehabilitation models of research . Emphasis will be on design, data collection, analysis student status is continued while engaged in fieldwork . Credit and frames of reference and how theory can be used to guide practice . The occupational therapy planning, evaluation and inter- and interpretation, as well as communication and presentation of Hours: 12 professional reasoning across the life span . Credit Hours: 3 vention process is introduced, and instruction methods include findings . Credit Hours: 2 application and synthesis of covered topics . Credit Hours: 4 OCC-596 Advanced Fieldwork II OCC-605 Introduction to Clinical Practice OCC-582 Research Methods Supervised field experiences applying theoretical OT concepts This course is designed to provide the occupational therapy OCC-614 Mental Health Practice This course provides the foundation for participation in the on subjects having psychosocial/physical dysfunctions . Full-time student with a foundation of technical and interpersonal clini- Students learn to apply theories and conceptual models for Evidence-Based Practice course series with a focus on the impor- student status is continued while engaged in fieldwork . Credit cal practice skills . The primary goal of the skills presented and restoration of occupational performance based on psychosocial tance of evidence-based practice in occupational therapy . Content Hours: 12 practiced in the course is for the students to have exposure to, principles for individuals, groups and populations . Didactic and includes quantitative and qualitative research designs, data analy- experience, and acquire basic clinical assessment, intervention experiential learning activities will engage the student in the sis strategies, and the incorporation of evidence-based practice OCC-598A Preparation for Master’s Thesis and clinical reasoning skills as a foundation for productive clini- occupational therapy evaluation, intervention planning and inter- to clinical practice . This course will serve as a basis for research Master’s thesis process . It will allow students to explore various cal placements and preceptorships at Rush University Medical vention delivery processes . Students will also apply the principles projects and the Individualized Doctoral Experience . Prerequisites: topics in OT and to select a research problem relevant to current Center and in the community . Credit Hours: 3 of group dynamics to a six-week group leadership experience . CHS-501 . Credit Hours: 3 occupational therapy practice for their thesis project . Completion Credit Hours: 4 of the thesis option will require enrollment in at least 9 credit OCC-607 Psychosocial Aspects of Care OCC-583 Graduate Research Project hours between OCC-598A, OCC-598B, and OCC-598C . Credit This course introduces students to mental health theory and OCC-615 Developmental Disabilities I This is a continuous course, which culminates the research Hours: 1 how it applies to the occupational therapy process in a variety This course begins with fundamental topics of occupational sequence in the occupational therapy curriculum . It provides stu- of practice settings . Prerequisites: OCC-506; OCC-602 . Credit performance as it relates to human and occupational develop- dents with the opportunities to explore and experience research . OCC-598B Master’s Thesis Proposal Hours: 3 ment, with an emphasis on pediatric development . The students Emphasis will be on the communication of strategies related Student will complete and defend a preliminary thesis proposal . will be introduced to clinical reasoning within the context of the to collection, analysis, interpretation and reporting of research After revisions are made, student will complete and submit an OCC-609 Occupational Performance and Ability occupational therapy process with children and their families . findings . Small groups of students participate in weekly faculty- Institutional Review Board proposal . Completion of the thesis Focus will be on the development of task analysis skills by Exposure to various assessment tools will facilitate foundational student seminars . Collection of data should finish early in the option will require enrollment in at least 9 credit hours between applying logical thinking, critical analysis, problem solving knowledge needed for occupational therapy evaluations related quarter . The final project is a final paper and PowerPoint presenta- OCC-598A,OCC-598B, and OCC-598C . Credit Hours: variable and creativity . Students will demonstrate ability to grade and to development throughout the life cycle . Credit Hours: 3 tion . Credit Hours: variable

394 395 OCC-616 Developmental Disabilities II a graduate research project . Small groups of students participate OCC-812 Professional Reasoning and Doctoral Physician Assistant Studies Interventions that are unique to facilitating human and occupa- in weekly faculty-student seminars to explore the literature and Experience III tional development are explored in this course . Students learn to create and conduct a research project leading to dissemination This is the final module of the Professional Reasoning and PAS-592 Elective Rotation II apply practice models and frames of references for the preven- of the work, which will be a final paper and presentation . Credit Doctoral Experience series, which culminates in the Individualized Elective rotation II may include any medical or surgical prac- tion, development, remediation and restoration of occupational Hours: 1 Doctoral Experience . Emphasis is placed on the ongoing develop- tice area as approved by the director of clinical education . This performance as it relates to various developmental disorders . ment of professional reasoning . Students will complete their plan four-week rotation may provide a more in-depth study of one Credit Hours: 3 OCC-684 Evidence-Based Practice II for the Individualized Doctoral Experience and capstone dissemi- clinical practice area of interest to the student . Students are This course is a continuation of OCC-683 . Students will continue nation . Credit Hours: 1 expected to provide patient care under the supervision of the OCC-617 Clinical Practice Skills/Fieldwork 1-A to work with their small groups to implement their research preceptor . Learning experiences should include taking histories This course focuses on development of professional behaviors projects . Emphasis will be on strategies related to data collec- OCC-820 Capstone Competencies and performing physical exams, and formulating a differential to prepare students for fieldwork experiences . This course also tion and implementation of their project . Credit Hours: 1 Students will complete competency requirements, which will diagnosis, assessment, and treatment plan . Experiences may provides didactic and lab training in the use of physical agent include a comprehensive examination . Credit Hours: 1 also include performing common procedures in the specific OCC-685 Evidence-Based Practice III/Dissemination modalities . The course culminates with a supervised two-week area of practice or going to the operating room (if applicable) . This is the final course in the Evidence-Based Practice series . field experience related to the theory and application of occupa- OCC-825 Individualized Doctoral Experience Credit Hours: 4 tional therapy in the areas of biomechanical, rehabilitation and Emphasis in this course will be on strategies related to data This course affords students the opportunity to extend, build and psychosocial principles . Credit Hours: 2 analysis, interpretation and dissemination of findings . The culmi- apply knowledge acquired in the curriculum and prior fieldwork PHA-511 Human Anatomy nation of this series will be completion of a scholarly paper and experiences during a 16-week, full-time Individualized Doctoral This course provides students with a thorough understanding OCC-618 Clinical Practice Skills/Fieldwork 1-B presentation . Credit Hours: 2 Experience . Students will engage in an area of practice beyond the of the principles of functional and applied human anatomy This course will provide didactic and lab training for select generalist level by directing their experience toward an in-depth necessary for the practice of clinical medicine . The course is OCC-795 Advanced Fieldwork I clinical skills necessary for successful completion of fieldwork focus on advanced practice in traditional and emerging settings, driven primarily by the laboratory (small group) sessions, with This course offers supervised field experiences applying theoreti- experiences . In addition, this course continues to focus on management and leadership, academia, or research . Students lectures given to prepare students for the lab and provide cal occupational therapy concepts on persons with psychosocial development of professional behaviors to prepare students for direct the development of specific learning objectives with the supplementary information . Prerequisite: Successful comple- and/or physical dysfunctions . Full-time student status is contin- fieldwork experiences . The course culminates with a supervised guidance and approval of faculty . Credit Hours: 12 tion, with a grade of C or higher, of undergraduate courses in ued while engaged in fieldwork . Credit Hours: 9 two-week field experience related to the theory and application human anatomy and human physiology . Credit Hours: 5 of occupational therapy in the areas of biomechanical, rehabili- OCC-828 Capstone Dissemination OCC-797 Advanced Fieldwork II tation and psychosocial principles . Credit Hours: 2 Students will complete a capstone project based on the PHA-512 History and Physical Examination This course offers supervised field experiences applying theoreti- Individualized Doctoral Experience . The capstone will analyze pro- This course is designed to teach PA students the proper OCC-630 Program Development cal occupational therapy concepts on persons with psychosocial fessional development, advancing skills, and discovery of evidence techniques for patient assessment . This course covers how to and/or physical dysfunctions . Full-time student status is contin- This course will introduce students to community-based practice in a culminating report . Students will complete the culminating conduct an effective medical interview, how to document clini- ued while engaged in fieldwork . Credit Hours: 9 and the program development process . Students will increase report by producing papers and/or presentations based upon the cal findings in the medical record (MR), and how to perform a their awareness for opportunities to recommend changes to OCC-810 Professional Reasoning and Doctoral objectives and outcomes developed through the Professional physical exam . Both the comprehensive and problem-focused existing services and/or develop proposals for new services Experience I Reasoning and Doctoral Experience coursework . Credit Hours: 1 medical history formats will be discussed, and students will in traditional and emerging practice areas . Students will also This is the first module in the Professional Reasoning practice proper MR documentation using the SOAP note explore alternative funding strategies, such as grant writing to OCC-900 Independent Study and Doctoral Experience series, which culminates in the format . Students will learn how to perform a comprehen- fund new or developing programs . Credit Hours: 2 Individualized Doctoral Experience . Emphasis will be placed Creative project designed by the student and supervised by faculty . sive physical examination (PE) and to recognize the normal Credit Hours: variable OCC-644 Leadership and Advocacy on development of professional reasoning . Students will begin examination findings associated with each organ system . The planning their Individualized Doctoral Experience by identifying course will also introduce students to common pathological This course presents the foundations of leadership development OCC-999 Continuous Enrollment interests and opportunities that match their strengths . Credit PE findings and how to interpret the significance of these with an emphasis on effective management of the delivery of The requirement for continuous enrollment applies to all students Hours: 2 findings in diagnosing disorders . Finally, students will learn occupational therapy services, personnel management, fiscal admitted or readmitted for Fall 2015 or later . Doctoral students to accurately record PE findings as part of a patient’s medi- management and resource allocation . Institutional, community should follow program requirements for continuous enrollment OCC-811 Professional Reasoning and Doctoral cal record . The course material will be presented sequentially and political advocacy as it relates to occupational therapy will and degree completion . Students who have not completed their Experience II in an organ-system basis . The course will present techniques also be presented . Credit Hours: 2 degree requirements are required to maintain continuous enroll- This is the second module of the Professional Reasoning to facilitate accurate and efficient data collection, to foster ment through the college of their program until the degree is OCC-683 Evidence-Based Practice Skills I and Doctoral Experience series, which culminates in the effective patient communication, and to develop appropriate earned . Continuous enrollment courses are graduate level courses The Evidence-Based Practice series consists of three courses Individualized Doctoral Experience . Emphasis will be placed on patient-centered responses to different patients in the clinical set up by departments at Rush University for students who need (OCC-683, OCC-684 and OCC-685) and is the culmination of development of professional reasoning . Students will continue setting . Developing skills to effectively educate, counsel and to remain actively enrolled in the University while they finish their the research sequence in the occupational therapy curriculum . It planning their Individualized Doctoral Experience . Credit influence patient behaviors will also be discussed . graduate work . Credit Hours: 1 provides students with the opportunity to explore and experi- Hours: 1 ence clinical research and the outcomes during development of

396 397 Prerequisite: Successful completion, with a grade of C or higher, of laboratory medicine that are available to the clinician . Many PHA-522 Diagnostic Reasoning I relevant to disease diagnosis and patient care . Prerequisite: of undergraduate courses in human anatomy, human physiology, of the factors influencing the test selection process and the role This is the first in a two-part course series designed to develop Successful completion of PHA-514 . Credit Hours: 6 and psychology or equivalent social or behavioral science . Also of laboratory test findings in clinical decision making will be students’ skills in clinical problem solving and to promote applica- requires concurrent enrollment in PHA-510 and PHA-514 . Credit discussed . Topics will include clinical laboratory studies, hematol- tion of knowledge gained throughout PA school for use in patient PHA-525 Principles of Advanced Practice I Hours: 2 ogy, chemistry, microbiology, urinalysis, coagulation studies, and assessment and management and in the formulation of patient This is the first of a two-part course series designed to introduce special testing . Prerequisite: Successful completion, with a grade care plans . In class, students will be presented with clinical case and familiarize students with the skills and knowledge needed for PHA-513 Professionalism & Practice I of C or higher, of undergraduate courses in human anatomy and scenarios, which they must analyze to make decisions relevant to clinical practice . The topics in this course reinforce those discussed This is the first of a three-part course series designed to intro- human physiology . Also requires concurrent enrollment in PHA- patient evaluation and management . Students are encouraged in clinical medicine course series, and the course sequencing duce and familiarize students with the professional and practice 510 and PHA-514 . Credit Hours: 1 to apply their medical knowledge and to utilize sound, clinically parallels that of PHA-524 Clinical Medicine II . Prerequisite: issues of importance to the physician assistant (PA) profession . based texts and online references to derive clinical assessment Successful completion of PHA-514 . Also requires concurrent Professionalism and Practice I is designed to introduce and PHA-520 Principles of Clinical Pharmacology I plans and facilitate case analysis . The goal of this course is to enrollment in PHA-524 . Credit Hours: 2 familiarize the student with the major professional issues and This is the first in a two-part course series designed provide stu- develop students’ clinical critical thinking and problem solving PHA-530 Principles of Clinical Pharmacology II communication skills important to a practicing PA working on a dents with an intensive study of the principles of pharmacology skills, including utilizing previously learned information and recog- This is the second in a two-part course series designed provide medical team . Topics include the history and development of the and pharmacotherapeutics required for patient care . Emphasis in nition of how to find necessary information to fill knowledge gaps . students with an intensive study of the principles of pharma- PA profession, the physician-PA relationship, PA scope of practice the course is placed on the applications of pharmacological prin- Prerequisite: Successful completion of PHA-514 and PHA-512 . Also cology and pharmacotherapeutics required for patient care . and professional regulations, licensure, certification/recertifica- ciples in primary care medicine . This course is organ system based; requires concurrent enrollment in PHA-532, PHA-535 and PHA- Emphasis in the course is placed on the applications of pharma- tion, PA program accreditation, and PA professional organiza- the topics discussed will mirror the major organ systems covered 536 . Credit Hours: 2 tions . The course also covers legal issues in health care related in the Clinical Medicine II course . Pharmacological principles dis- cological principles in primary patient care . This course is organ to PA practice, including the Healthcare Information Portability cussed in this course include principles of pharmacology and drug PHA-523 Professionalism & Practice II system based; the topics discussed will mirror the major organ and Accountability Act (HIPAA), professional liability, laws and action; pharmacokinetics and dynamics; drug dosage calculation; This is the second of a three-part course series designed to intro- systems covered in Clinical Medicine III . Pharmacological prin- regulations, billing and reimbursement, quality assurance, and the usage profile for major classes of clinically important drugs, duce and familiarize students with the professional and practice ciples discussed in this course include principles of pharmacology risk management . Furthermore, this course will includes basic including indications, contraindications, side effects, and dosing issues of importance to the physician assistant (PA) profession . This and drug action; pharmacokinetics and dynamics; drug dosage communication and body language skills needed to work as a and administration; principles of drug selection; and assessment course is an introduction to principles and practices of population calculation; the usage profile for major classes of clinically impor- successful health care team member . Prerequisite: Successful of therapeutic efficacy and outcome . Prerequisite: Successful health in the U S. . health care system, focusing on the Chicago tant drugs, including indications, contraindications, side effects, completion, with a grade of C or higher, of undergraduate completion of PHA-514 . Also requires successful completion, metropolitan area and Illinois Medical District as an exemplar and dosing and administration; principles of drug selection; and courses in psychology or equivalent social or behavioral science . with a grade of C or higher, of undergraduate courses in human microcosm to represent the larger health system paradigm . The assessment of therapeutic efficacy and outcome . Prerequisite: Credit Hours: 2 physiology and biochemistry . Requires concurrent enrollment in course will discuss issues related to health care access, population Successful completion of PHA-520 . Also requires concurrent PHA-522, PHA-524 and PHA-525 . Credit Hours: 3 health trends, and current topics in public health policy and health enrollment in PHA-534 and PHA-535 . Credit Hours: 3 PHA-514 Clinical Medicine I care reform . Additionally, the role of social determinants of health PHA-532 Diagnostic Reasoning II This is the first in a three-part course series that provide an inten- PHA-521 Research and Statistics on disease management is explored as a tool for reviewing health This is the second in a two-part course series designed to develop sive study of the principles essential to the practice of primary This course is an introduction to scientific research methods, outcomes in the United States . Course discussions will explore students’ skills in clinical problem solving and to promote care medicine . Lectures will discuss the etiology, pathophysiology, intended to build students’ understanding of research methodol- the influence of race, class, gender, immigration and social status application of knowledge gained throughout PA school for use in clinical presentation, diagnostic evaluation, and management ogy and their ability to critically analyze research literature for on health care policy . These discussions are designed to provide patient assessment and management and in the formulation of principles of various diseases in the following topic categories: application in evidence-based decision making . Topics include students with various lenses through which to analyze current patient care plans . In class, students further refine their patient dermatology, genetics, nutrition, psychiatry, introduction to identification of the research problem; analysis of the research and emerging public health policies, practices and health care care skills through case analysis and discussion . The format of pharmacology, immunology, and hematology . Lectures, read- hypothesis and design, literature review, statistical methodol- outcomes . Prerequisite: Successful completion of PHA-513 and the course is similar to that of PHA-522 Diagnostic Reasoning ings, case study analysis, and discussion of specific disorders in ogy and reported results; and critical review of research reports . PHA-514 . Credit Hours: 2 each category will provide an understanding of the key clinical Research articles related to clinical practice will be analyzed I, where students will be presented with clinical case scenarios concepts relevant to disease diagnosis and patient care . and discussed to clarify issues involving research methods and PHA-524 Clinical Medicine II that they must analyze and make decisions relevant to patient evidence-based decision making . Students’ understanding of This is the second in a three-part course series designed provide evaluation and management . The cases in this term present more Prerequisite: Successful completion, with a grade of C or higher, research methodology will be enhanced through the development students with an intensive study of the principles essential to the complex diagnostic and management issues than in the previ- of undergraduate courses in human anatomy and human physiol- of a research proposal and project as a part of the course require- practice of primary care medicine . Lectures will discuss the etiology, ous course . The goal of this course is to further develop students’ ogy . Also requires concurrent enrollment in PHA-510 and PHA- ments . These proposals are the basis of the student’s research pathophysiology, clinical presentation, diagnostic evaluation, and clinical critical thinking and problem solving skills, including 512 . Credit Hours: 4 capstone project in the second year of the program . Prerequisite: management principles of various diseases in the following topic utilizing previously learned information and recognition of how PHA-515 Diagnostic Methods Successful completion, with a grade of C or higher, of under- categories: neurology; cardiology; pulmonology; otolaryngology to find necessary information to fill knowledge gaps . Prerequisite: Successful completion of PHA-522 . Also requires concurrent This course will introduce PA students to the various diagnostic graduate courses in statistics . Also requires concurrent enrollment and ophthalmology; and infectious diseases . Lectures, readings, enrollment in PHA-534 and PHA-535 . Credit Hours: 2 studies used in the screening, diagnosis and management of in PHA-522, PHA-524 and PHA-525 . Credit Hours: 2 case study analysis, and discussion of specific disorders in each category will provide an understanding of the key clinical concepts disease . This course will focus on the common diagnostic tools

398 399 PHA-533 Professionalism & Practice III emergency medicine component discusses the role of triage, between disease states and the patient from the medical, social PHA-586 Women’s Health This is the third of a three-part course series designed to intro- assessment, and the management of commonly encountered and emotional points of view . The team approach allows students This clinical rotation experience will introduce students to patient duce and familiarize students with the professional and practice medical, surgical, environmental and psychiatric emergencies as the opportunity to actively work toward the goals of quality health maintenance and education needs in the obstetrics and issues of importance to the physician assistant (PA) profession . they present in the adult and pediatric populations . The surgery patient care while reinforcing medical principles . Patient assess- gynecological setting . Students will learn the identification and The course explores the psychosocial aspects of patient care to component will introduce students to concepts needed to assess ment and management are reviewed to include the generation management principles of conditions unique to women, including help students develop their understanding of the impact that patients, provide care, and assist the surgeon in major surgical of a differential diagnosis, oral presentation of patient data to normal psychological changes throughout the life span, pregnancy, one’s attitudes, biases and values have on interpersonal relation- areas, such as a day surgery unit or a hospital operating room . the supervising physician, and appropriate referral of patients . infertility, gynecologic oncology, family planning, and psychoso- ships, medical practice and patient communication . Discussions Lectures will discuss indications/considerations for surgery, and Prerequisite: Successful completion of all first-year PA program matic disorders . Basic, common procedures in obstetrics and gyne- and presentations will cover the basic counseling and patient general surgical concepts . Pre- and postoperative patient assess- courses and evaluations . Credit Hours: 4 cology will also be covered . Prerequisite: Successful completion of education skills necessary to help patients and families cope with ment and care management will be emphasized . Prerequisite: all first-year PA program courses and evaluations . Credit Hours: 4 illness and injury, and to modify their behaviors as needed to Successful completion of PHA-514, PHA-524 and PHA-525 . PHA-583 Internal Medicine II adhere to therapeutic management plans and improve outcomes . Credit Hours: 2 This second clinical practice rotation is designed to immediately PHA-587 Pediatrics Discussions include issues of culture, faith, religion and sexual- follow Internal Medicine I . The rotation will reinforce the student’s This clinical rotation experience will allow students to learn the ity, and the impact these forces have on attitudes toward health PHA-580 Master’s Research Project understanding of internal medicine concepts through practice in principles of and practice patient care from birth to adolescence and patient counseling . The course will also tie together concepts This course will develop the student’s skills in research design, an internal medicine subspecialty . Students will further develop through direct patient care . Students will learn basic pediatric from all three terms of this course in preparation for students’ analysis and presentation . Students will work with a faculty their clinical diagnostic and patient management skills through assessment, diagnosis, treatment and appropriate referral . The beginning of clinical rotations . Prerequisite: Successful comple- advisor to identify a research proposal question and develop an direct participation in obtaining patient histories and performing rotation will also provide exposure to developmental milestones, tion of PHA-513 and PHA-523 . Credit Hours: 2 original clinical research project . The project will require students physical examinations, developing and implementing patient care routine immunizations, common childhood illnesses, infant/child to critique relevant research literature related to their proposed plans, and engaging with other members of the clinical team in a safety, and patient/parent education . Seminars, conferences, PHA-534 Clinical Medicine III question, design a valid study methodology, and analyze data variety of patient care activities . Prerequisite: Successful comple- lectures and case presentations provide additional learning experi- This is the third in a three-part course series designed provide in population databases to support their research premise . The tion of all first-year PA program courses and evaluations . Credit ences . Credit Hours: 4 students with an intensive study of the principles essential to the project culminates with student presentations of their work to Hours: 4 practice of primary care medicine . Lectures will discuss the etiol- faculty and fellow students . Prerequisites: Successful completion PHA-588 Behavioral Health PHA-584 General Surgery I ogy, pathophysiology, clinical presentation, diagnostic evaluation, of PAS-521 Research and Statistics and all first-year PA program This clinical rotation provides students with experience in the and management principles of various diseases in the following courses and evaluations . Credit Hours: 2 This is the first of a two-part clinical experience designed intro- diagnosis and management of patients with psychiatric disorders . duce students to the principles of preoperative, operative and topic categories: gastroenterology; nephrology, including fluids, Emphasis is on the primary care approach to behavioral health PHA-581 Family Medicine postoperative care . Diagnosis of surgical disease, indications for electrolytes, and acid-base maintenance; urology; endocrinology; management, including recognition of the biological, psychologi- During this clinical experience in family medicine, students see surgery, recognition and response to surgical emergencies, and women’s health; rheumatology; orthopedics; geriatrics; nutri- cal and social/environmental factors that impact patient care, and patients, perform assessments and formulate care plans under the physiological principles of surgery are presented . Technical tion; and wellness and prevention medicine . Lectures, readings, pharmacologic and behavioral therapy approaches to disorder the supervision of a physician, PA or advanced practice nurse . experience is provided in the operating rooms . Lectures and/or case study analysis, and discussion of specific disorders in each management . Prerequisite: Successful completion of all first-year Comprehensive, longitudinal care is stressed . Common problems conferences provide additional direct contact with other members category will provide an understanding of the key clinical con- PA program courses and evaluations . Credit Hours: 4 cepts relevant to disease diagnosis and patient care . Prerequisite: are reviewed, and the responsibilities of a primary care physician of the interprofessional health care team . Prerequisite: Successful Successful completion of PHA-514 and PHA-524 . Credit Hours: 6 assistant are observed and taught . Principles of health, wellness, completion of all first-year PA program courses and evaluations . PHA-589 Long-Term Care/Geriatrics prevention, recognition and treatment of substance abuse, and Credit Hours: 4 This clinical rotation provides students with experience in long- PHA-535 Principles of Advanced Practice II chronic disease management and chronic care are introduced term care/geriatrics, with a focus on rehabilitative medicine, geriat- PHA-585 General Surgery II This is the second of a two-part course series designed to in the clinical setting . Patient assessment and management are ric medicine and the care of patients with chronic and/or terminal This second clinical practice rotation is designed to immediately introduce and familiarize students with the skills and knowledge reviewed to include the generation of a differential diagnosis, disease . The rotation also introduces students to physical therapy, follow General Surgery I and reinforce general surgery concepts needed for clinical practice . Through lectures, case discussions, oral presentation of patient data to the supervising physician, occupational therapy, and rehabilitation of patients with physi- through the practice of a surgical subspecialty . Students will and skills labs, the course will anchor students’ knowledge of and appropriate referral of patients . Prerequisite: Successful cal, psychological and social disabilities . Prerequisite: Successful continue their exposure to the principles of preoperative, operative medicine across the life span and in different clinical settings . completion of all first-year PA program courses and evaluations . completion of all first-year PA program courses and evaluations . and postoperative care . Diagnosis of surgical disease, indications The topics in this course reinforce those discussed in the clinical Credit Hours: 4 Credit Hours: 4 medicine course series, and the course sequencing parallels that for surgery, recognition and response to surgical emergencies, and of PHA-534 Clinical Medicine III . Prerequisite: Successful comple- PHA-582 Internal Medicine I the physiological principles of surgery are presented . Technical PHA-590 Emergency Medicine This is the first of a two-part clinical experience designed to experience is provided in the operating rooms . Lectures and/or tion of PHA-525 . Also requires concurrent enrollment in PHA- This clinical rotation provides students with experience in all areas introduce students to the practice of internal medicine . Through conferences provide additional direct contact with other members 534 . Credit Hours: 2 of the emergency department under supervision of attending participating directly in patient care, students will learn to evalu- of the interprofessional health care team . Prerequisite: Successful physicians, PAs or advanced practice nurses . Students will perform PHA-536 Emergency & Surgical Medicine ate and manage a variety of clinical problems . Students further completion of all first-year PA program courses and evaluations . histories and physical examinations, record their findings and This course will introduce students to patient assessment develop their skills in history taking and physical examination Credit Hours: 4 discuss patients with assigned preceptors . Students will learn the and management considerations in two specialty areas of and review pathophysiologic principles as a guide to caring for assessment, diagnosis and treatment of common emergency room clinical practice: emergency medicine and general surgery . The patients . Students will develop an understanding of relationships

400 401 disorders, and will formulate diagnoses and treatment plans while or operating room . Students are required to attend various clinical Pediatrics PED-711 Pediatric Cardiology considering specific factors pertinent to the setting, such as time, education conferences as determined by the clinical preceptor . Ambulatory experience can be obtained in the care of children PED-EXM Core Clerkship: Pediatrics - Exam Remediation patient risk and cost . Prerequisite: Successful completion of all Educational goals include mastering of history and exam skills, with congenital and acquired heart disease, as well as in the first-year PA program courses and evaluations . Credit Hours: 4 cost-effective and safe laboratory and radiology choices, detailed Remediation of PED-701 Core Clerkship: Pediatrics through exam assessment of innocent heart murmurs . Clinical history and physi- differential diagnosis, and independent formulation of assessments retake only . cal findings are correlated with x-ray, electrocardiographic, echo- PHA-591 Elective I and plans . Student may be expected to work days, nights and/or cardiographic and cardiac catheterization data . Didactic sessions PED-REM Core Clerkship: Pediatrics - Clinical Weeks The Elective I rotation will provide students with the opportunity weekends . Call may be required . Prerequisite: Successful comple- are offered once a week and include learning the interpretation Remediation for in-depth study in a clinical practice area of their interest . tion of second-year PA rotations and evaluations . Credit Hours: 15 of ECGs and chest x-rays . Elective . Rotations may take place in various medical or surgical practice Remediation of PED-701 Core Clerkship: Pediatrics through clini- areas, as approved by the director of clinical education . Students PHA-594 Advanced Clinical Practice II cal weeks only . PED-715 Chronic Diseases In Children are expected to provide patient care under the supervision of the This course is the second of a two-part course series and consists Based at Shriners Hospitals for Children, students will participate PED-7EI Pediatrics Individualized Elective preceptor . Learning experiences should include taking histories of a 15-week rotation in a single, focused area of advanced PA in an active inpatient and outpatient program that provides Students may receive credit for an individually arranged elective and performing physical exams, and formulating a differential clinical practice . Students will select from several areas of medicine referral services to children with musculoskeletal disorders, neural with a Rush faculty member . In order to receive credit for such diagnosis, assessment, and treatment plan . Experiences may or surgery as they are available . Availability of advanced practice tube defects and other chronic diseases . The student should a rotation, the person to whom the student will be responsible also include performing common procedures in the specific clinical areas and locations are determined by the director of clini- contact the Office of Medical Student Programs four weeks prior must write a letter stating the student’s activities, responsibilities, area of practice or going to the operating room (if applicable) . cal education . Advanced clinical rotations will generally require a to the rotation start date for (1) a form authorizing a criminal amount of supervision, and specific dates of the rotation . The Prerequisite: Successful completion of all first-year PA program minimum of 40 contact hours per week . Advanced clinical practice background check, which must be returned to Shriners, (2) a sponsoring faculty member must complete an evaluation of the courses and evaluations . Credit Hours: 4 students will acquire an in-depth knowledge of the care and drug-testing form and list of locations where the test can be student’s performance at the conclusion of the elective . Students treatment of patients with in a single focused area while main- performed at no charge, and (3) a copy of his or her immuniza- must submit a proposal to the Office of Clinical Curriculum for PHA-592 Elective Rotation II taining their study in general, primary care medicine . Students are tion record . Elective . approval at least eight weeks before the rotation and must have The Elective II rotation will provide students with a second expected to work with all members of the health care team and written approval from the assistant dean of clinical education opportunity for in-depth study in a clinical practice area of their will be supervised by physicians, PAs or nurse practitioner pre- PED-716 Pediatric Ambulatory Care before beginning the rotation . Students may receive four weeks interest . Rotations may take place in various medical or surgical ceptors at all times . Students may work in an outpatient setting, This rotation offers students the opportunity to participate in of credit for an individually arranged elective . Credit for a maxi- practice areas, as approved by the director of clinical education . inpatient setting, emergency room or operating room . Students ambulatory care pediatrics in the Rush Pediatric Primary Care mum of only one individually arranged elective will count toward Students are expected to provide patient care under the supervi- are required to attend various clinical education conferences as Center, providing both health care supervision and urgent care graduation requirements . Elective . sion of the preceptor . Learning experiences should include taking determined by the clinical preceptor . Educational goals include services . A hands-on approach with individual attending supervi- histories and performing physical exams, and formulating a dif- sion is emphasized . The student is expected to evaluate patients mastering of history and exam skills, cost-effective and safe PED-701 Core Clerkship: Pediatrics ferential diagnosis, assessment, and treatment plan . Experiences independently . Students generate their own weekly educational laboratory and radiology choices, detailed differential diagnosis, The principles and practice of care of the patient from birth may also include performing common procedures in the specific goals for the rotation . The elective will be geared toward satisfy- and independent formulation of assessments and plans . Student through adolescence are studied through direct patient contact . area of practice or going to the operating room (if applicable) . ing the student’s individual needs and interests . Elective . may be expected to work days, nights and/or weekends . Call The primary objective is to provide an opportunity for students Prerequisite: Successful completion of all first-year PA program may be required . Prerequisite: Successful completion of PHA-593 to become proficient in the clinical basis of pediatric diagnosis . PED-721 Pediatric Endocrinology courses and evaluations . Credit Hours: 4 Advanced Clinical Practice I . Credit Hours: 15 The clinical facilities of both the inpatient and outpatient services This rotation provides students with a problem-oriented approach of Rush University Medical Center, John H . Stroger, Jr Hospital of PHA-593 Advanced Clinical Practice I PHA-999 Continuous Enrollment to pediatric endocrinology . All aspects of pediatric endocrinology Cook County, and private physicians’ offices are utilized . Regular This course is the first part of a two-course series in an advanced The requirement for continuous enrollment applies to all students are covered, but particular emphasis is placed on the outpatient conferences, lectures and case presentations provide additional area of PA practice . This course consists of a 15-week rotation in a admitted or readmitted for Fall 2015 or later . Doctoral students assessment of the normal and abnormal aspects of growth and learning experiences . Students will have an eight-week assign- single, focused area of advanced PA clinical practice . Students will should follow program requirements for continuous enrollment pubertal development . The elective aims to highlight the role of ment to pediatrics, which includes rotations in inpatient and select from several areas of medicine or surgery as they are avail- and degree completion . Students who have not completed their the primary care provider in the initial evaluation of pediatric ambulatory settings and the nursery . Ambulatory activities consti- able . Availability of advanced practice clinical areas and locations degree requirements are required to maintain continuous enroll- patients with a suspected endocrine disorder and to provide the tute 50% of the clerkship . Required . Credit Hours: 8 are determined by the director of clinical education . Advanced ment through the college of their program until the degree is student with an introduction to specialized diagnostic endocrine clinical rotations will generally require a minimum of 40 contact testing and management of the endocrine patient . The student earned . Continuous enrollment courses are graduate-level courses PED-710 Subinternship: Pediatrics hours per week . Advanced clinical practice students will acquire an will be expected to evaluate any inpatient consult that presents set up by departments at Rush University for students who need The subintern will function in a capacity similar to an intern on in-depth knowledge of the care and treatment of patients with in during the rotation . The student will be provided up to eight to remain actively enrolled in the University while they finish their one of two pediatric ward services . Senior residents and faculty a single focused area while maintaining their study in general, pri- endocrine case exercises with questions for review, as well graduate work . Credit Hours: 1 physicians will provide supervision . This experience is only offered mary care medicine . Students are expected to work with all mem- as other didactic material, and will be expected to present an to fourth-year students . The students are expected to take call bers of the health care team and will be supervised by physicians, endocrine topic researched from the literature for 15-20 minutes every fourth night . Required in M4 year . Credit Hours: 4 PAs or nurse practitioner preceptors at all times . Students may at the end of the rotation . Elective . work in an outpatient setting, inpatient setting, emergency room

402 403 PED-724 Pediatric Intensive Care Unit PED-742 Pediatric Hematology/Oncology at least eight weeks before the rotation and must have written management, and follow-up care of children suspected of being The pediatric intensive care course will expose the student to the This course provides an introduction to the care of children with approval from the Office of Clinical Curriculum before beginning maltreated . Students can expect to learn medical aspects of phys- type of care provided to medical, subspecialty and surgical pediat- hematologic disorders and malignancies of childhood . A core the rotation . Research rotations are scheduled for a minimum of ical abuse, sexual abuse, and neglect (including failure to thrive) . rics patients who require higher acuity of care . The student will be lecture series is presented during the elective as well as a review four weeks of credit with the expectation that the full project will Students will also have the opportunity to observe and partici- part of a medical team consisting of residents of varying experience of blood and marrow morphology . Students will participate in extend beyond the formal course duration . Elective . pate in the developmental evaluations of patients and in the psy- levels . The student will be expected to perform at a subintern level the evaluation of new patients as well as established patients . chosocial evaluations of patients and their families . Students also with regard to expectations and work requirements . By the end Ward rounds are made daily when there are no clinic patients PED-793 Neonatal Intensive Care attend and provide care in the weekly comprehensive follow-up of the rotation, the student will be expected to learn (1) the initial to be seen . Students are responsible for initial evaluation of This course is an introduction to the care of sick and premature clinic for abused and neglected children, and will also attend the evaluation and stabilization of a critically ill patient; (2) pediatric consultations . Outpatient clinics are held five days a week . Several newborn infants in the intensive care setting with emphasis Medical Clinic at the Children’s Advocacy Center . In addition to resuscitation techniques; (3) basic ventilator management; and (4) multidisciplinary conferences are held weekly . A course syllabus on normal sequence of events in the birth-recovery period and participating in the clinical work-up of suspected abuse/neglect, procedures such as intubation and central line placement . Elective . (two books of scholarly articles) will be provided; it may be picked disruptions to that sequence and adaptation of the baby during students will learn about the role of the physician as advocate for up from the chief resident’s office . Students will be evaluated by the postpartum period . Care of the most common complications the child within the child welfare and legal systems and will learn PED-726 Pediatric Nephrology completion of a 50-question open-book test, attendance, qual- occurring at this age will be emphasized . Visiting students are about the physician’s role in coordinating multidisciplinary care This rotation will provide the student with experience in the care of ity of write-ups, and submission of a “scholarly activity” to be eligible for four-week rotations only . Elective . for high-risk patients and their families . There is required reading children with renal problems in hospital and ambulatory settings . explained during the first few days of the rotation . Elective . for the elective, and students will be expected to attend lectures, PED-794 Adolescent and Young Adult Medicine The emphasis in this clerkship is on participation on an active con- present cases during rounds and weekly multidisciplinary patient This course provides direct experience in the care of hospital- sulting service with concentration on normal and abnormal renal PED-746 Pediatric Infectious Disease staffings, and do a short educational presentation . Elective . functions, electrolyte imbalances, proteinuria, hematuria, hyperten- This elective clerkship focuses on clinical and laboratory evalu- ized and outpatient adolescents and young adults . Hospitalized sion, urinary tract infections, and developmental diseases of the ation of pediatric infections . An active inpatient consultation patients are seen at Rush University Medical Center . Outpatients kidney . Elective . service provides ample opportunity for patient evaluation are seen at a variety of sites, including the Pediatric Ambulatory Pharmacology and follow-up . Correct use of laboratory facilities is stressed . Care Center at Rush, the Adolescent Family Planning Clinic at PED-732 Pediatric GI/Nutrition Pathophysiology of infectious diseases, differential diagnosis, and Rush, and the Joliet Job Corps and Chicago Job Corps Centers . PHR-501 Medical Pharmacology I This clerkship will provide a core set of didactic materials and antibiotic use are discussed on daily ward rounds and weekly Elective . Introduction to the basic concepts that describe drug actions . discussions . Emphasis will be on understanding the pathophysiol- conferences . The student will see outpatients with diagnostic The autonomic nervous system and related drug actions, anti- PED-804 Adolescent and Young Adult Medicine ogy of, and basic approach to, common clinical problems . The problems as well as attend specialized clinics for children with inflammatory drugs, autacoids, neuropharmacology, psychophar- This course provides experience in outpatient settings, including nutrition component will include fundamentals of enteral and total HIV infection, tuberculosis and congenital toxoplasmosis . Elective . macology and anesthetic/analgesic pharmacology are addressed . parenteral nutrition management . The student will be expected to a hospital-based adolescent clinic, an HIV adolescent specialty Prerequisite: Permission of instructor . perform a literature review of one or more topics . Elective . PED-751 Pediatric Neurology clinic, the juvenile detention center, and school-based clinics . On this clerkship, fourth-year medical students will become In addition, students are required to do short presentations PHR-502 Medical Pharmacology II PED-741 Pediatric Allergy/Immunology acquainted with the broad scope of pediatric neurology with an and to participate in didactic sessions and a journal club that is Topics include cardiovascular, diuretic and respiratory agents; This elective teaches the clinical approach to problems of allergy, emphasis on the basic examination of children with neurologic adolescent-focused . Students will also participate in presenta- hypoglycemic agents; drugs acting on the blood and blood-form- other immune-mediated diseases and immunodeficiency in both and developmental problems . Use of neurodiagnostic studies tions for adolescent groups . Elective . ing organs; toxicology; antibiotics; and cancer chemotherapeutic children and adults . Diagnosis and treatment of commonly encoun- (EEG, brain imaging) and neurogenetic studies will be covered . agents . Prerequisite: PHR-501 . PED-842 Pediatric Hematology/Oncology tered IgE-mediated diseases (allergic rhinitis, asthma, eczema The student will become familiar with common diagnoses such as This course provides an introduction to the care of children with PHR-521 Laboratory Instrumentation and urticaria) as well as connective tissue diseases and immu- epilepsy, migraine, autism, muscular dystrophy, “developmental hematologic disorders and malignancies of childhood . A core This course covers principles and applications of experimental nodeficiency syndromes are explained . Rotators are responsible delay,” tics and attention deficit disorder . Elective . for following medicine and pediatric inpatient consults at Rush lecture series is presented during the elective as well as a review equipment . Instrumentation includes ultraviolet and visible University Medical Center and Stroger Hospitals and reporting to PED-772 Pediatric Respiratory Medicine of blood and marrow morphology . Students will participate in the spectrophotometry, spectrophotofluorometry, thin-layer chroma- the attending physician-on-service for daily rounds . Allergy/immu- The objectives for this clerkship are to expose the medical student evaluation of new patients as well as established patients . Ward tography, column chromatography, high-pressure liquid chro- nology outpatient care is demonstrated at Fantus Clinic (part of the to all facets of clinical practice involving pediatric patients with rounds are made daily for inpatients on the service and con- matography, atomic absorption, liquid scintillation spectrometry, Stroger Hospital Ambulatory Care Network) as well as the Allergy/ respiratory disease . Elective . sultations . Outpatient clinics are held two days a week . Several isotope use and handling, pH adjustment, sample weighing, Immunology Office at Rush University Medical Center . Rotators also multidisciplinary conferences are held weekly . A course syllabus melting point determination, hematocrit determination, centrifu- learn about skin testing techniques, spirometry and immunological PED-781 Research in Pediatrics will be provided . Elective . gation and glassware cleaning . Credit Hours: 1 tests performed by the Rush Medical Laboratory . Teaching (basic Students may arrange research rotations individually with faculty PED-861 Child Abuse and Neglect PHR-542 Pharmacotherapeutics science or clinical lecture, journal club, research and chart review) at Rush . In order to receive credit for such a rotation, the person Students doing this elective will work one-on-one with the The use of drugs in the diagnosis, prevention and treatment of conferences are held at Rush on Friday mornings . The attending to whom the student will be responsible must write a letter attending physicians and child abuse pediatrics fellow in the disease is presented with special emphasis on clinical pharmacol- physician-on-service and/or fellow-on-service also teach on daily describing the student’s activities, responsibilities, amount of Division of Child Protective Services at John H . Stroger, Jr . Hospital ogy . Credit Hours: variable rounds . A pretest and final quiz are given to measure achievement supervision, and the specific dates of the rotation . Students must of Cook County, and will actively participate in the work-up, as a basis for evaluation . Elective . submit a proposal to the Office of Clinical Curriculum for approval

404 405 PHR-556 Tools for Research identifying sources for funding, a survey of the NIH landscape, Biophysics/Physiology PHY-524 Linear Differential Equations and Transform This course focuses on the practical computer skills required to and how to prepare budgets . The online submission process is Methods PHY-501 Medical Physiology I work as a scientist in modern times . It includes didactic lectures also reviewed . Credit Hours: 1 Study of first- and higher-order linear equation, linear algebra and computer practice on PubMed, reference programs, Excel, Comprehensive physiology course dealing with all major or an techniques, finite difference equations, Fourier series and trans- PHR-594 Advanced Receptor Pharmacology Adobe Photoshop, SigmaPlot and importing into Word . Finally, systems except the central nervous system . Concept formation forms, Laplace transforms, and applications to the solution of students are introduced to the research section of the NIH This courses covers the various receptor subtypes with an empha- and problem solving are stressed . Lectures are supplemented by differential equations . Credit Hours: 3 small group discussions and laboratory exercises . Students are website with the emphasis on finding grant information and the sis on receptor activation and signaling and how such processes expected to discuss assigned study questions in group discus- mechanisms of online grant applications . Credit Hours: 1 ultimately effect drug action . Credit Hours: 3 PHY-533 Programming-Numerical Methods sions . Laboratory exercises are divided between conventional See course director for description . Credit Hours: 4 PHR-563 Advanced Concepts in Pharmacology PHR-595 Readings in Pharmacology experiments and computer simulations of physiological systems . This course will cover biotransformation, drug activation, pharma- The course is designed to allow the student flexibility in inde- Credit Hours: 4 PHY-590 Special Topics in Physiology cogenetics, kinetics and toxicology . Credit Hours: 4 pendently pursuing a particular area of interest . May be taken Advanced course dealing with selected topics in physiology . for one or more terms . This course is typically an independent PHY-502 Medical Physiology II Particular subjects vary from year to year . Credit Hours: variable PHR-573 Readings in Drug Abuse and Addiction study or a journal club focused on a particular topic of interest to Continuation of PHY-501 . Prerequisite: PHY-501 . Credit Hours: 4 The literature on drug abuse will be surveyed . Areas of empha- faculty or students . Credit Hours: variable PHY-598 Introduction to Research PHY-503 Physiology of Striated Muscle sis will include the role of drug abuse in addiction, the concept A tutorial course designed to familiarize students with the litera- PHR-597 Clinical Pharmacology Thesis Research Topics include fundamentals of excitation-contraction coupling, of the addictive personality and the genetics of addiction, the ture and techniques applicable to modern physiological research . mechanics of muscle, equivalent circuit analysis, muscle biochem- neurobiology of incentive salience, dissociation of tolerance from A minimum of eight research hours must be completed . This will Credit Hours: variable istry and developmental aspects of nerve and muscle . Credit euphorogenic effects, history of addiction theory, and the unique involve actual time collecting data in a clinical pharmacology Hours: 3 PHY-640 Applied Electrophysiology aspects of various drugs of abuse . The ethics of chronic pain study either as part of an individual’s own project or in collabora- tion with a mentor . As part of the requirements of this research, An advanced laboratory course introducing students to the basic management in the clinical setting will also be discussed . Credit PHY-505 Introductory Membrane Biophysics the investigator will have to either write an IND or a drug com- techniques of modern electrophysiology . Prerequisites: PHY-502, Hours: 1 Study of fundamental processes involved in movement of ions pany research proposal as well as complete a written thesis and PHY-503, PHY-523 . Credit Hours: 4 across membranes, excitability in nerve and muscle, equivalent PHR-585 Clinical Pharmacology Research defend it publicly . Credit Hours: variable circuit analysis, artificial membrane systems, structure of mem- PHY-651 Advanced Topics in Muscle Physiology This survey course describes in detail all aspects of perform- PHR-598 Research in Pharmacology branes and active transport processes . Credit Hours: 3 Topics include equivalent circuit of skeletal muscle, problems ing clinical drug trials . It includes extensive discussion on IND Laboratory research in an area of interest that will form the basis in excitation-contraction coupling, and molecular events in the applications, how drug studies differ from other types of studies, PHY-511 Graduate Physiology I of a dissertation proposal or a master’s thesis . These research generation of mechanical force . Prerequisite: PHY-503 . Credit GLP certification procedures, informed consent procedures Comprehensive physiology course dealing with all major organ hours are taken prior to passage of comprehensive exams . By Hours: 2 involving drugs, the characteristics of Phase I-IV studies and the systems except the central nervous system . Concept formation special arrangement . Credit Hours: variable special considerations involved with each, packaging and delivery and problem solving are stressed . Lectures are supplemented by PHY-690 Research Topics in Physiology considerations, role of the pharmacokineticist in the design and PHR-622 Experimental Models in Pharmacology small group discussions and laboratory exercises . Students are With a member of the staff, the student participates in a implementation of these studies, sample and data collection Advanced laboratory course focuses on techniques used in expected to discuss assigned study questions in group discus- laboratory-based experience in an area of current research . The procedures, FDA oversight considerations, data analysis and preparing experimental methods/models for research . By arrange- sions . Laboratory exercises are divided between conventional level of participation depends on the student’s background and interpretation, and laboratory responsibilities after the study is ment only . Credit Hours: variable experiments and computer simulations of physiological systems . will include examination of the literature, a review of the topics completed . Credit Hours: 2 Credit Hours: 4 being investigated, and opportunities to participate in experi- PHR-691 Pharmacology Seminar mental work . In addition to work in the laboratories, independent PHR-590 Special Topics in Pharmacology PHY-512 Graduate Physiology II A pharmacology seminar series featuring speakers from outside experimental or bibliographic projects may be undertaken with The course is designed to allow the student flexibility in indepen- Continuation of PHY-511 . Credit Hours: 4 and within the department . Students are required to make pre- the approval of a faculty member . A report is prepared describing dently pursuing a particular area of interest . May be taken for sentations a minimum of once a year . Credit Hours: 1 the work attempted and accomplished . Prerequisite: PHY-452 . one or more terms . Note: This course receives a letter grade . For a PHY-521 Mathematical Methods for Physiologists Credit Hours: variable letter grade, a public presentation or literature review is required PHR-699 Doctoral Research in Pharmacology Review of fundamentals of calculus in one dimension and gen- eralization to several dimensions . Integration of basic functions, for evaluation . Credit Hours: variable Laboratory research for the doctoral dissertation for PhD candi- PHY-699 Doctoral Research in Physiology techniques of analytic and numerical integration, and Fourier dates only . By special arrangement . Credit Hours: variable Postcandidacy research by arrangement . Credit Hours: variable PHR-593 Introduction to Grantsmanship series and transforms will be presented . Applications to physiol- This course is designed to provide the practical aspects of PHR-900 Independent Study in Pharmacology ogy are stressed and include quantitative analysis of ion-sensitive PHY-900 Independent Study in Physiology proposal submission . In addition to covering basic writing skills, Credit Hours: variable fluorescent dye experiments, mathematical descriptions of kinetic Credit Hours: variable it addresses specific elements that should be included in each experiments, reaction rate theory, theory of diffusion, and image of the various sections of federal grants, foundation applica- formation with microscopes . The equations of mechanics are tions and biotech contracts . In addition, it talks about ways of taught toward explaining molecular dynamic modeling . Credit Hours: 4

406 407 PMR-7EI Physical Medicine & Rehab Individualized application and interpretation of blood gas analysis and asso- ethics, professionalism and current techniques in cardiovascular CVP-641 Perfusion Practicum I Elective ciated clinical cardiopulmonary physiologic mechanisms that perfusion . Students will be introduced to ethical principles often This is the first clinical rotation the students will have during their Students may receive credit for an individually arranged elective underpin renal function . This course combines lectures with encountered in the health professions . Students will research top- course of study . The students will continue to review the diagnos- with a Rush faculty member . In order to receive credit for such problem-solving workshops, clinical correlations, student-directed ics and organize presentations for faculty and other students . To tic workup procedures and apply their knowledge to develop a a rotation, the person to whom the student will be responsible learning and small group sessions . Prerequisite: CVP-605 . Credit help students improve as speakers, each student will receive feed- perfusion management plan for the patient undergoing cardiac must write a letter stating the student’s activities, responsibilities, Hours: 2 back from the fellow students and the instructor . Credit Hours: 3 surgery . The students will begin to assist in the operation and amount of supervision, and specific dates of the rotation . The management plan for the patient . Credit Hours: 4 sponsoring faculty member must complete an evaluation of the CVP-611 Cardiovascular Perfusion Technology I CVP-622 Pathophysiology and Perfusion Techniques student’s performance at the conclusion of the elective . Students This course introduces the perfusion student to the practical This course is designed to provide the perfusion student with an CVP-642 Advanced Perfusion Practicum II must submit a proposal to the Office of Clinical Curriculum for and theoretical environment of extracorporeal circulation . The opportunity to explore the association of anatomy, physiology and This is the second clinical practicum experience for the student . approval at least eight weeks before the rotation and must have historical development of both cardiac surgery and the role of the pathophysiology and the application of perfusion practice . The Each course builds on the skills in the previous clinical and written approval from the assistant dean of clinical education perfusionist will be presented . In addition, the students will learn course will provide the detailed foundation and skills necessary to didactic courses . The overarching goal of the practicum series is before beginning the rotation . Students may receive four weeks the basic components of the heart-lung machine used to provide understand the interplay between the science of extracorporeal that the student shows steady progression toward the goal of of credit for an individually arranged elective . Credit for a maxi- extracorporeal circulation and will be able to compare their use technology and the pathophysiologic considerations . Identifying independent practice while under the watchful eye of the clinical mum of only one individually arranged elective will count toward to normal physiologic principles . Credit Hours: 3 and applying these principles in a systematic and integrated man- instructor . Prerequisite: CVP-641 . Credit Hours: 12 graduation requirements . Elective . ner is required for evidence-based clinical practice . Prerequisites: CVP-612 Instrumentation in Cardiovascular Perfusion CVP-611 and CVP-612 . Credit Hours: 5 CVP-645 Advanced Perfusion Practicum III PMR-781 Research in Physical Medicine & Rehab This course introduces the student to the practical use of the The principal goal of this final practicum experience is that the Remediation of OBG-703 Core Clerkship: Obstetrics-Gynecology instrumentation required in the delivery of perfusion techniques . CVP-623 Adult and Pediatric Congenital Heart Disease student will be capable of performing all perfusion-related duties through exam retake only . Elective . Instructional design includes didactic presentation of operational This course introduces the student to the cardiovascular physiol- supervised, but without instructor intervention . Credit Hours: 12 theory with practical operating room experience, simulated ogy, pathophysiology and anatomical differences associated with PMR-791 Physical Medicine & Rehab scenarios and laboratory study . Topics of study include electrical adult and pediatric congenital heart patients . Through critical CVP-661 Master’s Project I This clerkship will introduce the student to the field of physical circuitry, filtration devices, pressure transducers, thermistors, car- review of the literature, the students will be prepared to manage The purpose of this course is to provide the perfusion student medicine and rehabilitation . The course will include introduction diac output devices, fluid dynamics, intra-aortic balloon pumps, the unique problems such as ventricular failure, valve and conduit with the ability to perform research . The students will be led to the care of patients with disabilities due to strokes, spinal cord and physiologic monitoring devices . Credit Hours: 3 longevity, and arrhythmias . Credit Hours: 3 through the IRB approval process, learn how to complete a litera- injuries, head trauma, amputations, movement disorders, arthro- ture review, collect data, complete a statistical analysis, and write plasties, etc . In addition, the student will be expected to observe, CVP-615 Cardiovascular Perfusion Technology II CVP-624 Mechanical Circulatory Support a final paper on their research . In the CVP-661, CVP-662 and understand and learn what services are provided by the allied This second course in the practical and theoretical environment of This course introduces the student to the advance practice guide- CVP-663 course series, students will complete a project, which health professional staff, and when it is appropriate to prescribe extracorporeal circulation will focus on the key clinical skills used lines for the care of patients treated with cardiac assist devices . will be submitted for publication in a peer-reviewed publication . these services . Elective . on a daily basis in cardiovascular perfusion . Students will learn Patient selection; implantation, operation and monitoring of Prerequisites: CHS-601 and CHS-610 . Credit Hours: 2 appropriate selection of equipment, setup and utilization of best various devices; and wound care management techniques required clinical practices for safe operation of the heart-lung machine . to optimize patient outcomes will be discussed . Requirements CVP-662 Master’s Project II Perfusion Technology Prerequisites: CVP-611 and CVP-612 . Credit Hours: 4 for patient education and community outreach programs will be The goal of this course is to integrate qualitative methods with researched, and practice guidelines will be developed . Prerequisite: perfusion technology knowledge and skills to test a hypothesis CVP-605 Cardiopulmonary Anatomy and Physiology CVP-620 Evaluation of the Cardiac Surgery Patient CVP-622 . Credit Hours: 2 that addresses a current issue that is important to management This course provides the perfusion student with a comprehensive This course introduces the basic diagnostic principles involved in of perfusion technology related to health care . Credit Hours: 2 review of anatomy, hemodynamic function, and electrophysiology determining the nature and extent of the disease necessitating CVP-632 Principles of Pharmacology of normal cardiac and respiratory function . Emphasis is placed on surgical intervention . Both acquired and congenital heart disease Students will learn the fundamental principles and concepts of CVP-664 Master’s Research Project III the application of these areas as it applies to cardiovascular and will be examined, as well as other pathologies that may present pharmacology . Discussions will focus on the principles of drug This course will focus on completion of the required manuscript perfusion technology . The student will be provided with a basis in conjunction with the use of extracorporeal equipment . Factors absorption, distribution and metabolism; drug receptor activities; for satisfaction of the graduation requirement . The student will for understanding the complex interaction of the patient with the that are important in determining perioperative morbidity and and the therapeutic uses and mechanism of action of drugs in be required to meet manuscript deadlines to show adherence to mechanisms of extracorporeal circulation and/or applications of intraoperative perfusion management will be discussed . Course each major drug group . Prerequisite: CVP-620 . Credit Hours: 3 publication requirements for graduation . Credit Hours: 2 techniques utilizing modes of perfusion in the treatment of differ- work will include class time and observations within the surgical CVP-640 Principles and Practices of Cardiopulmonary CVP-680 Organizational Leadership ent disease states . Credit Hours: 2 suite, cardiac catheterization lab, and inpatient cardiovascular The Organizational Leadership class will focus on the tools intensive care units . Credit Hours: 3 Bypass With Simulation CVP-606 Acid Base Physiology This course prepares the students for their perfusion practicum and strategies necessary to become an effective leader . While This course provides the perfusion student with a comprehensive CVP-621 Seminar I courses . The principles of extracorporeal circulation will be pre- the focus will be on how these strategies can be used within a review of the structural, functional and integrative aspects of This course is designed to give students practice speaking in front sented in lectures and applied during simulation and laboratory large or small perfusion group, their origin is based in effective the kidney and urinary system . The course will focus on theory, of an audience and the opportunity to explore topics of medical experiences . Prerequisite: CVP-622 . Credit Hours: 4 management and leadership within any organization of any

408 409 size . Upon completion of this class, the students will have been PRF-313 Junior Seminar III PRF-433 Clinical Experience III PRF-453 Senior Seminar III exposed to the leadership skills that will prepare them to be Special procedures in extracorporeal technology will be explored . This series of courses represents the student’s clinical experience . In the PRF-451, PRF-452 and PRF-453 course series, advanced future leaders in the profession . Credit Hours: 2 Prerequisites: PRF-303, PRF-312 . Credit Hours: 3 Students will rotate through various locations, several of which topics in extracorporeal technology will be discussed . Due to out- will be outside of the Chicago area . By the end of the series, the of-town clinical rotations, portions of this course material will be CVP-681 Health Care Quality & Operations PRF-331 Anatomy and Physiology I student will be able to demonstrate all the skills of a competent offered online . Credit Hours: 2 Management The purpose of this course is to provide the perfusion student perfusionist . P/N grading only . Credit Hours: 10 The Health Care Quality & Operations Management class is with an overview of specific areas of human anatomy and physi- PRF-501 Introduction to Perfusion Technology designed to expose the student to principles that foster continu- ology as a basis for understanding the complex interaction of the PRF-434 Clinical Experience IV The history of the profession as well as the present and future role ous improvement within an organization through Continuous open heart surgery patient with the heart-lung machine . Students This series of courses represents the student’s clinical experience . of the perfusionist will be studied . Aseptic techniques and a survey Quality Improvement (QCI) and quality assurance (QA) initiatives . will develop an understanding of specific body systems to include Students will rotate through various locations, several of which of cardiopulmonary components will be examined . This course QA has become a mandatory component of every profession in the cardiovascular and respiratory systems and the central and will be outside of the Chicago area . By the end of the series, the includes both clinical and lab components where the student will the business of delivering patient health care, and it is criti- autonomic nervous systems . Credit Hours: 3 student will be able to demonstrate all the skills of a competent be introduced to ancillary procedures and extracorporeal circuit cal that all future leaders be exposed to these principles . Upon perfusionist . P/N grading only . Credit Hours: 10 setup . Credit Hours: 3 completion of this course, the student will have a solid under- PRF-332 Anatomy and Physiology II standing of how to ensure evidence-based medicine is being This course is the continuation of PRF-331 . The purpose of this PRF-441 Project Design and Research I PRF-502 Pathophysiology of Cardiopulmonary Bypass I delivered . Prerequisite: CVP-680 . Credit Hours: 2 course is to give students an overview of renal anatomy, physiol- In the PRF-441, PRF-442, PRF-443 and PRF-444 course series, Cardiovascular physiology and pathophysiology will be studied . ogy, fluid, electrolytes and acid-base homeostasis as a basis for the student will complete a research project suitable for submis- Pathophysiology will include acquired and congenital heart dis- PRF-301 Introduction to Perfusion Technology understanding the interaction of the patient undergoing open sion to a peer-reviewed publication . Prerequisite: PRF-333 . Credit eases . Prerequisites: PRF-501, PRF-521, NRS-551 . Credit Hours: 5 The history of the profession as well as the present and future heart surgery with the heart-lung machine . Credit Hours: 3 Hours: 2 role of the perfusionist will be studied . Aseptic techniques and PRF-503 Pathophysiology of Cardiopulmonary Bypass II a survey of cardiopulmonary components will be examined . This PRF-333 Pharmacology PRF-442 Project Design and Research II Physiology and pathophysiology relating to the patient undergo- course includes both clinical and lab components where the The student will learn the fundamental principles and concepts of In the PRF-441, PRF-442, PRF-443 and PRF-444 course series, ing extracorporeal circuit support will be explored . Topics will student will be introduced to ancillary procedures and extracor- pharmacology . This course presents the principles of drug absorp- the student will complete a research project suitable for submis- include gas transfer, acid-base, hemostasis and inflammatory poreal circuit setup . Credit Hours: 3 tion, distribution and metabolism; the concept of drug receptor sion to a peer-reviewed publication . Prerequisite: PRF-333 . Credit processes as they relate to the conduct of cardiopulmonary bypass . inaction; and the therapeutic uses and mechanisms of action Hours: 2 Prerequisites: PRF-502, PRF-502, PRF-522 . Credit Hours: 5 PRF-302 Pathophysiology of Cardiopulmonary Bypass I of prototype drugs in each major drug group, particularly as it Cardiovascular physiology and pathophysiology will be studied . applies to the open heart surgical patient before, during and after PRF-443 Project Design and Research III PRF-510 Seminar I Pathophysiology will include acquired and congenital heart dis- surgery . Prerequisite: PRF-331 . Credit Hours: 3 In the PRF-441, PRF-442, PRF-443 and PRF-444 course series, This seminar will focus on the principles of laboratory analysis with eases . Prerequisites: PRF-301, PRF-331 . Credit Hours: 5 the student will complete a research project suitable for submis- special emphasis on blood chemistry, coagulation/hematology and PRF-381 Introduction to Research and Project Design sion to a peer-reviewed publication . Prerequisite: PRF-333 . Credit blood banking . Additionally, focus will be placed on the hemody- PRF-303 Pathophysiology of Cardiopulmonary Bypass II Research studies are analyzed and evaluated relative to an Hours: 2 namic monitoring of patients undergoing cardiovascular surgery . Physiology and pathophysiology relating to the patient undergo- identified clinical problem . The course includes concepts, methods Credit Hours: 3 ing extracorporeal circuit support will be explored . Topics will and strategies inherent to the research process with a focus on PRF-444 Project Design and Research IV include gas transfer, acid-base, hemostasis and inflammation . design, internal and external validity, sampling, measurement and In the PRF-441, PRF-442, PRF-443 and PRF-444 course series, PRF-511 Seminar II Prerequisites: PRF-302, PRF-332 . Credit Hours: 6 ethical issues . Credit Hours: 3 the student will complete a research project suitable for submis- Focus will be on the role of the perfusionist in special operative sion to a peer-reviewed publication . Prerequisite: PRF-333 . Credit procedures . This will include issues relating to heart, lung and liver PRF-311 Junior Seminar I PRF-431 Clinical Experience I Hours: 2 transplantations; left heart bypass; and conduct of cardiopulmo- Theory and practice of laboratory analysis, in-line monitors, This series of courses represents the student’s clinical experience . nary bypass . Prerequisites: PRF-510 . Credit Hours: 5 extracorporeal safety devices and hemodynamic monitoring will Students will rotate through various locations, several of which PRF-451 Senior Seminar I be presented . This course includes a lab and clinical component will be outside of the Chicago area . By the end of the series, the In the PRF-451, PRF-452 and PRF-453 course series, advanced PRF-512 Seminar III where the students will continue to improve their clinical skills . student will be able to demonstrate all the skills of a competent topics in extracorporeal technology will be discussed . Due to out- This is a continuation of Seminar II . The focus will continue to be The clinical component will be reinforced in a discussion format perfusionist . P/N grading only . Credit Hours: 10 of-town clinical rotations, portions of this course material will be on special procedures . Topics will include extracorporeal membrane during class time . Prerequisites: PRF-301, PRF-331 . Credit offered online . Credit Hours: 1 oxygenation, antegrade and retrograde cerebral perfusion, sickle Hours: 3 PRF-432 Clinical Experience II cell disease, and perfusion of the pregnant patient . Prerequisites: This series of courses represents the student’s clinical experience . PRF-452 Senior Seminar II PRF-510, PRF-511 . Credit Hours: 3 PRF-312 Junior Seminar II Students will rotate through various locations, several of which In the PRF-451, PRF-452 and PRF-453 course series, advanced Special procedures in extracorporeal technology will be explored . will be outside of the Chicago area . By the end of the series, the topics in extracorporeal technology will be discussed . Due to out- PRF-513 Seminar IV The clinical and lab component will consist of patient manage- student will be able to demonstrate all the skills of a competent of-town clinical rotations, portions of this course material will be Topics include medical imaging and diagnostic technology and ment during extracorporeal circulatory support and special circuit perfusionist . P/N grading only . Credit Hours: 10 offered online . Credit Hours: 1 pressure flow and resistance relationships . Prerequisites: PRF-510, PRF-511, PRF-512 . Credit Hours: 1 demonstrations . Prerequisites: PRF-311 . Credit Hours: 5

410 411 PRF-521 Anatomy and Physiology I PRF-541 Project Design and Research PRF-553 Advanced Topics describing the student’s activities, responsibilities, amount of Cardiovascular, respiratory, neural, renal and hepatic anatomy will Research studies are analyzed and evaluated relative to an iden- Advanced courses dealing with selected topics designed to fur- supervision, and the specific dates of the rotation . Credit toward be presented and discussed . Credit Hours: 3 tified clinical problem . Includes concepts, methods and strategies ther the student’s knowledge in the fields of management, edu- graduation is granted assuming that the research project is inherent to the research process with a focus on design, internal cational methods and advanced cardiovascular physiology and ongoing throughout the academic year . Students must submit PRF-522 Anatomy and Physiology II and external validity, sampling, measurement and ethical issues . pharmacology . The student is expected to develop and present a proposal to the Office of Clinical Curriculum for approval at This course is the continuation of PRF-521 . The purpose of this Prerequisite: CHS-501 . Credit Hours: 3 research-quality papers, which the student will present to faculty least eight weeks before the rotation and must have written course is to give students an overview of renal anatomy, physiol- and peers . Prerequisites: PRF-523 . Credit Hours: variable approval from the Office of Clinical Curriculum before beginning ogy, fluid, electrolytes and acid-base homeostasis as a basis for PRF-542 Master’s Project I the rotation . Research rotations are scheduled for a minimum of understanding the interaction of the patient undergoing open In the PRF-542, PRF-543, PRF-544 and PRF-545 course series, PRF-554 Advanced Topics four weeks of credit with the expectation that the full project will heart surgery with the heart-lung machine . Credit Hours: 3 students will complete a master’s project, which will be submit- Advanced courses dealing with selected topics designed to fur- extend beyond the formal course duration . ted for publication in a peer-reviewed publication . Prerequisites: ther the student’s knowledge in the fields of management, edu-

PRF-523 Pharmacology PRF-541, PRF-542, PRF-543, PRF-544 . Credit Hours: 2 cational methods and advanced cardiovascular physiology and Students will learn the fundamental principles and concepts of pharmacology . The student is expected to develop and present Psychiatry pharmacology . Discussions will focus on the principles of drug PRF-543 Master’s Project II research-quality papers, which the student will present to faculty absorption, distribution and metabolism; drug receptor activities; In the PRF-542, PRF-543, PRF-544 and PRF-545 course series, and peers . Prerequisites: PRF-523 . Credit Hours: variable PSY-EXM Core Clerkship: Psychiatry - Exam Remediation and the therapeutic uses and mechanism of action of drugs in students will complete a master’s project, which will be submit- Remediation of PSY-701 Core Clerkship: Psychiatry through exam each major drug group . Prerequisites: PRF-521 . Credit Hours: 3 ted for publication in a peer-reviewed publication . Prerequisites: PRF-602 Advanced Topics: Cardiovascular Physiology retake only . PRF-541, PRF-542, PRF-543, PRF-544 . Credit Hours: 2 This course will provide students with the opportunity to PRF-531 Clinical Experience I combine the didactic knowledge gained in Pathophysiology of PSY-REM Core Clerkship: Psychiatry - Clinical Weeks In the PRF-531, PRF-532, PRF-533 and PRF-534 courses, the PRF-544 Master’s Project III Cardiopulmonary Bypass I and II with the clinical application in Remediation student’s clinical experience is represented . Students will rotate In the PRF-542, PRF-543, PRF-544 and PRF-545 course series, the laboratory environment . The relationships between heart rate, Remediation of PSY-701 Core Clerkship: Psychiatry through clini- through various locations, several of which will be outside of students will complete a master’s project, which will be submit- stroke volume, cardiac output, peripheral vascular resistance, cal weeks only . the Chicago area . By the end of the series, the student will be ted for publication in a peer-reviewed publication . Prerequisites: mean arterial pressure, central venous pressures, and pulsatility PSY-7EI Psychiatry Individualized Elective able to demonstrate all the skills of a competent perfusionist . PRF-541, PRF-542, PRF-543, PRF-544 . Credit Hours: 2 of the vascular system will be explored . Credit Hours: 3 Prerequisites: PRF-531, PRF-532, PRF-533 . Credit Hours: 10 Students may receive credit for an individually arranged elective PRF-545 Master’s Project IV with a Rush faculty member . In order to receive credit for such PRF-532 Clinical Experience II In the PRF-542, PRF-543, PRF-544 and PRF-545 course series, Psychology a rotation, the person to whom the student will be responsible In the PRF-531, PRF-532, PRF-533 and PRF-534 courses, the students will complete a master’s project, which will be submit- must write a letter stating the student’s activities, responsibilities, student’s clinical experience is represented . Students will rotate ted for publication in a peer-reviewed publication . Prerequisites: PSC-7EI Psychology Individualized Elective amount of supervision, and specific dates of the rotation . The through various locations, several of which will be outside of PRF-541, PRF-542, PRF-543, PRF-544 . Credit Hours: 2 Students may receive credit for individually arranged activities sponsoring faculty member must complete an evaluation of the the Chicago area . By the end of the series, the student will be with Rush faculty members, outside faculty personnel, private student’s performance at the conclusion of the elective . Students PRF-551 Advanced Topics able to demonstrate all the skills of a competent perfusionist . physicians or researchers, or persons in medically related fields, must submit a proposal to the Office of Clinical Curriculum for Prerequisites: PRF-531, PRF-532, PRF-533 . Credit Hours: 10 Advanced courses dealing with selected topics designed to fur- such as medical historians, ethicists, attorneys and medical jour- approval at least eight weeks before the rotation and must have ther the student’s knowledge in the fields of management, edu- nalists . In order to receive credit for such a rotation, the person to written approval from the assistant dean of clinical curriculum PRF-533 Clinical Experience III cational methods and advanced cardiovascular physiology and whom the student will be responsible must write a letter stating before beginning the rotation . Students may receive four weeks In the PRF-531, PRF-532, PRF-533 and PRF-534 courses, the pharmacology . The student is expected to develop and present the student’s activities, responsibilities, amount of supervision, of credit for an individually arranged elective . Credit for a maxi- student’s clinical experience is represented . Students will rotate research-quality papers, which the student will present to faculty and specific dates of the rotation and that the student will not mum of only one individually arranged elective will count toward through various locations, several of which will be outside of and peers . Prerequisite: PRF-523 . Credit Hours: variable receive any monetary compensation . Students must submit a graduation requirements . Elective . the Chicago area . By the end of the series, the student will be proposal to the Office of Clinical Curriculum for approval at least PRF-552 Advanced Topics PSY-701 Core Clerkship: Psychiatry able to demonstrate all the skills of a competent perfusionist . eight weeks before the rotation and must have written approval Advanced courses dealing with selected topics designed to fur- Prerequisites: PRF-531, PRF-532, PRF-533 . Credit Hours: 10 from the director of clinical curriculum before beginning the rota- The core psychiatry clerkship provides basic medical and didactic ther the student’s knowledge in the fields of management, edu- tion . Students may receive four weeks of credit for an individually exposure to the major psychiatric disorders, focusing on their PRF-534 Clinical Experience IV cational methods and advanced cardiovascular physiology and arranged elective . Credit for a maximum of only one individually diagnosis and management . Emphasis is placed on aspects of In the PRF-531, PRF-532, PRF-533 and PRF-534 courses, the pharmacology . The student is expected to develop and present arranged elective will count toward graduation requirements . psychiatry relevant to the primary practitioner with a holistic student’s clinical experience is represented . Students will rotate research-quality papers, which the student will present to faculty approach to patient care, recognizing the significant biological, through various locations, several of which will be outside of and peers . Prerequisite: PRF-523 . Credit Hours: variable PSC-781 Research in Psychology or Behavioral Science psychological and social/environmental factors contributing to the Chicago area . By the end of the series, the student will be Students may arrange research rotations individually with faculty the patient’s illness . Systems concepts of care are presented in able to demonstrate all the skills of a competent perfusionist . at Rush . In order to receive credit for such a rotation, the person an integrated manner through graded, intensive clinical experi- Prerequisites: PRF-531, PRF-532, PRF-533 . Credit Hours: 10 to whom the student will be responsible must write a letter ences . Inpatient settings employed for assignment of patient

412 413 responsibility include general adult, intensive adult, consulta- PSY-795 Geriatric Psychiatry then do follow-up reading in specialty textbooks . On the autopsy incidence, attack rate) and measures of association (relative risk, tion-liaison services, and clinical research . Outpatient settings Objectives of this rotation are to increase the amount of experi- service, they will help the resident with the dissection and, after odds ratio, risk difference, population attributable risk) . Landmark include Stroger Hospital, and clinical research is at the Treatment ence in treating elderly patients with psychiatric diagnostic skills, presentation of the organs to the attending pathologist, help with studies illustrating the different types of case-control and cohort Research Center at Rush . Required . Credit Hours: 4 and in the use of psychotherapy and pharmacotherapy with the formulation of the preliminary autopsy report . They will also studies will be described . Trainees will be assigned readings from elderly patients; to learn the psychological changes that accom- be exposed to several clinical laboratories by performing specific basic epidemiologic texts, as well as publications from major case- PSY-783 Clinical Research in Psychiatry pany the aging process; and to become familiar with normal and tasks in microbiology, molecular diagnostics, hematology and control and cohort studies . Remediation of OBG-703 Core Clerkship: Obstetrics-Gynecology abnormal states and processes in the elderly . These objectives are blood banking . On the last day of the rotation, the student will through exam retake only . Elective . accomplished via (1) readings in the field of geriatric psychiatry give a 20-minute presentation to the members of the Pathology PVM-781 Research in Preventive Medicine and (2) direct treatment of selected patients with supervision by Department on a topic approved by the course director . The student Remediation of PED-701 Core Clerkship: Pediatrics through clini- PSY-792 Psychiatric Consultation (Med/Psych) attending psychiatrists, fellows and residents . Elective . will be evaluated for participation, effort, knowledge and progress cal weeks only . Elective . This elective is designed for senior students interested in the by the supervising attendings of the services and by the residents . internal medicine/psychiatry residency or psychiatry in a consul- Grading will be based upon these evaluations and on the depth tation/liaison setting . Adults hospitalized on medical, surgical, Pathology and clarity of the final presentation . Elective . Radiology obstetric and neurological services are studied with supervised diagnostic evaluation and continuing management . Integration of PTH-7EI Pathology Individualized Elective RAD-7EI Diagnostic Radiology Individualized Elective Students may receive credit for an individually arranged elective medical, psychological and family issues are emphasized, includ- Students may receive credit for an individually arranged elective Preventive Medicine ing the role of the milieu: home, community and hospital . Special with a Rush faculty member . In order to receive credit for such with a Rush faculty member . In order to receive credit for such work is done with dialysis patients, transplant patients, patients a rotation, the person to whom the student will be responsible PVM-7EI Preventive Medicine Individualized Elective a rotation, the person to whom the student will be responsible with malignancy, and those undergoing intensive care . The must write a letter stating the student’s activities, responsibilities, Students may receive credit for an individually arranged elective must write a letter stating the student’s activities, responsibilities, elective is planned as an experience in all areas, with emphasis amount of supervision, and specific dates of the rotation . The with a Rush faculty member . In order to receive credit for such amount of supervision, and specific dates of the rotation . The depending upon student interest and needs . Those interested in sponsoring faculty member must complete an evaluation of the a rotation, the person to whom the student will be responsible sponsoring faculty member must complete an evaluation of the the combined internal medicine/psychiatry residency may choose student’s performance at the conclusion of the elective . Students must write a letter stating the student’s activities, responsibili- student’s performance at the conclusion of the elective . Students to have additional experiences to acquaint them with the resi- must submit a proposal to the Office of Clinical Curriculum for ties, amount of supervision, and specific dates of the rotation . The must submit a proposal to the Office of Clinical Curriculum for dency and this combined approach to patient care . Students may approval at least eight weeks before the rotation and must have sponsoring faculty member must complete an evaluation of the approval at least eight weeks before the rotation and must have also enroll in this clerkship for six weeks by contacting the Office written approval from the assistant dean of clinical education student’s performance at the conclusion of the elective . Students written approval from the assistant dean of clinical education of Medical Student Programs . Elective . before beginning the rotation . Students may receive four weeks must submit a proposal to the Office of Clinical Curriculum for before beginning the rotation . Students may receive four weeks of of credit for an individually arranged elective . Credit for a maxi- approval at least eight weeks before the rotation and must have credit for an individually arranged elective . Credit for a maximum PSY-793 Child Psychiatry mum of only one individually arranged elective will count toward written approval from the assistant dean of clinical education of only one individually arranged elective will count toward gradu- Students will work with the Rush Therapeutic Day School, the graduation requirements . Elective . before beginning the rotation . Students may receive four weeks of ation requirements . Elective . medication clinics, a residential treatment center for emotion- credit for an individually arranged elective . Credit for a maximum of PTH-781 Research in Pathology RAD-711 Interventional Radiology ally and behaviorally disturbed students, and other outpatient only one individually arranged elective will count toward gradua- This clinical clerkship exposes the student to interventional radiol- services for children and adolescents . The student will attend Remediation of NEU-701 Core Clerkship: Neurology through tion requirements . Elective . seminars in child development, psychopathology, psychopharma- clinical weeks only . Elective . ogy with emphasis on patient care . Both nonvascular as well as cology and therapeutic modalities . The student will participate PVM-553 Observational Epidemiology vascular interventional examinations are performed on inpatients PTH-791 Pathology in multidisciplinary staffings, case conferences, departmental This course will provide an in-depth description of case-control and as well as outpatients . Students will have assigned readings and grand rounds and the journal club . Optional experience in school This elective is intended for students considering postgraduate cohort studies . This includes the different types (e .g ., hospital or will be able to attend lectures given by the diagnostic radiology consultation at a therapeutic school for autistic children and in training in pathology, for students interested in experiencing the population-based controls, retrospective and prospective cohorts, attending staff and residents included under the diagnostic radiol- consultation-liaison services is available . Students will be super- practice of pathology, and for students interested in improving nested case-control) and their strengths, weaknesses and uses; ogy clerkship . Elective . vised by faculty members and child psychiatry fellows . Elective . their diagnostic pathology skills . During the four- to six-week the definition and selection of cases and controls; matching and RAD-721 Radiation Oncology elective, the student will participate in the various services within sampling; the definition and selection of exposure and comparison The student will participate in the normal activities of the depart- PSY-794 Adult Psychiatry the department, getting a taste of pathology residency training groups; the ascertainment of disease status and exposure status; ment including consultations, treatment planning, and follow-up The objective of this elective is to increase the student’s knowl- and learning about the crucial role of the pathologist within and issues in analysis and interpretation of data, including the care of cancer patients . The student will rotate with multiple edge of various psychiatric disorders and to improve knowledge the health care system . On the surgical pathology services, the role of bias (selection bias, confounding bias, recall bias, misclas- physicians, allowing exposure to different cancer sites . Students and skills in drug therapy, individual psychotherapy, family student will work with residents in the grossing room, where sification of disease and exposure status); the effect of nonpar- will attend multidisciplinary conferences and clinics . A 30-minute therapy and group therapy . Emphasis is placed on crisis man- surgical specimens are described and sampled for microscopic ticipation and loss to follow-up; and the application of various presentation on a topic regarding radiotherapy chosen by the agement and brief therapy in inpatient settings (open unit - 13 analysis for routine and frozen section processing and for ancil- analytic approaches (stratification, standardization and multivariate student is expected for four-week electives . Elective . Kellogg, closed unit - 12 Kellogg) . Elective . lary studies . The following day, they will be able to preview and models) . The computation, interpretation and application of basic then sign out the glass slides with the attending pathologist . At epidemiologic concepts and statistics will be reinforced throughout that time, they will participate in the discussions that ensue and the course, including measures of disease frequency (prevalence,

414 415 RAD-781 Research in Radiology RC-561 Education reinforcement of adult intensive care . In addition, students are RC-603 Advanced Cardiopulmonary Diagnostics Students may arrange research rotations individually with faculty An introduction to basic principles and techniques used in respira- provided with opportunities in home health, skilled nursing facili- Advanced cardiopulmonary diagnostics and related technology at Rush . In order to receive credit for such a rotation, the per- tory care education . Topics include patient education, in-service ties, pulmonary rehabilitation and sleep . Prerequisite: RCP-575 . will be discussed . The assessment skills needed to evaluate the son to whom the student will be responsible must write a letter education, course design, objectives, lesson plan development, Credit Hours: 6 patient’s condition from clinical observations, laboratory tests and describing the student’s activities, responsibilities, amount of learning activities, use of media, development of presentations, imaging studies will be reviewed . Advanced pulmonary function, supervision, and the specific dates of the rotation . Credit toward testing and evaluation . Prerequisite: Admission to program . Credit RC-591B Clinical Practice III stress and exercise testing, sleep laboratory, metabolic testing, graduation is granted assuming that the research project is Hours: 5 This course provides an opportunity to advance the students’ advanced imaging techniques, and invasive and noninvasive ongoing throughout the academic year . Students must submit clinical experience in neonatal and pediatric respiratory care in cardiac testing will be described . Credit Hours: 3 a proposal to the Office of Clinical Curriculum for approval at RC-562 Management the areas of patient assessment and monitoring (invasive and least eight weeks before the rotation and must have written Management principles and problems as they relate to respiratory noninvasive), mechanical ventilation, ECMO, airway care, labor RC-604 Advanced Topics in Neonatal and Pediatric approval from the Office of Clinical Curriculum before beginning care and the management of the department, hospital, service and delivery assistance, and transport . Students will also have an Respiratory Care the rotation . Research rotations are scheduled for a minimum of organization and health programs will be discussed . Prerequisite: opportunity for reinforcement of adult intensive care . In addition, Advanced topics in neonatal and pediatric respiratory care will be four weeks of credit with the expectation that the full project will Admission to program . Credit Hours: 5 students are provided with opportunities in home health, skilled discussed using an evidence-based approach . Patient assessment, extend beyond the formal course duration . Elective . nursing facilities, pulmonary rehabilitation and sleep . Prerequisite: evaluation and treatment will be reviewed . Topics will include RC-563 Introduction to Research RCP-575 . Credit Hours: 6 fetal assessment, neonatal assessment, neonatal respiratory care, RAD-791 Diagnostic Radiology An introduction to the methods of scientific research to include neonatal pathology, pediatric pathology and pediatric respiratory Basic radiologic principles are demonstrated, and the role of the research design and statistical analysis . Critical review of the com- RC-592 Clinical Seminar III care . Credit Hours: 3 diagnostic radiologist in the clinical setting of general patient care ponents of research reports will be performed to include definition Case presentations are required to integrate clinical and theory . and in medical and surgical specialty consultations is emphasized . of the problem, review of the literature, research design, data analy- Emphasis will be placed on decision-making and problem-solving RC-605 Disease Management Each student prepares one case for the teaching file and gives one sis and results . Prerequisite: Admission to program . Credit Hours: 5 as they relate to clinical respiratory care and disease manage- Provides an in-depth discussion of the concepts, procedures and oral presentation . Students have assigned readings to complete, ment . Current issues relevant to respiratory care will be dis- techniques used in the care of patients with acute and chronic RC-564 Clinical Observation II and are tested by a written final examination . Students are also cussed, including ethical issues in health care, smoking cessation, cardiopulmonary disorders . The development and implementa- Students will observe and achieve competencies related to respira- urged to attend the two daily departmental teaching conferences . palliative care, and issues related to professional development tion of disease management programs for patients with asthma, tory care procedures in adult intensive care units . Topics include Elective . and practice . Review of respiratory care as it pertains to the COPD, and other chronic conditions is presented . Pulmonary reha- initiation of mechanical ventilation, patient stabilization and moni- credentialing examinations administered by the National Board bilitation, patient education, and smoking cessation programs are RAD-796 Nuclear Medicine toring, measurement and evaluation of hemodynamic variables, for Respiratory Care (NBRC) will continue . Successful comple- reviewed . Assessment and care plan development in the ambula- All facets of the disciplines of nuclear medicine are studied, with bronchial hygiene, evaluation for weaning, extubation, arterial tion of the National Board for Respiratory Care (NBRC) registry tory and acute care settings is described, including diagnosis and particular emphasis on radionuclide scanning of organ systems line samples, arterial puncture, blood gas analysis and noninvasive examinations are required in order to meet course requirements . treatment of common disorders . Credit Hours: 3 for diagnostic and research purposes . Emphasis is on pathophysi- monitoring . Prerequisite: RCP-542 . Credit Hours: 2 Prerequisite: Second-year status . Credit Hours: 3 ologic correlation and case study . Literature review and individual RCP-501 Foundations of Professional Practice RC-582 Clinical Seminar II RC-601 Issues and Trends in Respiratory Care topics are encouraged to provide in-depth study in the broad field This course provides the student with the knowledge and skills to Case presentations are required to integrate clinical and theory . of nuclear medicine . Elective . Current issues relevant to the cardiopulmonary sciences and appropriately utilize evidence-based communication, teamwork, Emphasis will be placed on decision-making and problem-solving respiratory care will be explored . Health care delivery systems, and conflict resolution concepts . The opportunities and challenges as they relate to neonatal and pediatric respiratory care . Current new trends in education, organization and management, new of social media in professional and social contexts will also be Respiratory Care issues relevant to the neonatal and pediatric respiratory care will treatments and technologies, ethical issues in health care, and explored . Additionally, the course will provide an overview of be discussed . Review of respiratory care will continue as it pertains issues related to professional development and practice will be informatics topics that are most relevant to professional practice, RC-532 Cardiopulmonary Diagnostics and Pulmonary to the certified (CRT) and registry (RRT) credentialing examinations discussed . Credit Hours: 3 namely, informatics standards, standardized clinical terminology, Function Testing administered by the National Board for Respiratory Care (NBRC) . electronic health records, and information literacy . Credit Hours: 3 An overview of the various areas of cardiopulmonary diagnostics Successful completion of the National Board for Respiratory Care RC-602 Advanced Topics in Critical Care Medicine to include normal and abnormal pulmonary function and related (NBRC) certification examination is required in order to meet course Advanced topics in critical care medicine will be discussed using RCP-511 Introduction to Respiratory Care technology . The student will be given the opportunity to learn how requirements . Prerequisite: Second-year status . Credit Hours: 3 an evidence-based practice approach . Diagnostic techniques, This course provides students with the principles of chemistry to perform, interpret and evaluate various pulmonary function patient assessment and monitoring, and special procedures in and physics as they apply to respiratory care, an introduction to studies . In addition, the student will learn the operation and main- RC-591A Clinical Practice III the ICU will be discussed . Readings, projects and writing assign- patient assessment, laboratory findings, radiography, and patho- tenance of pulmonary function and gas analysis equipment . Other This course provides an opportunity to advance the students’ ments will include advanced life support, protocol-based care, physiology related to common cardiopulmonary disorders . Specific topics include 12-lead ECG interpretation, nutritional assessment, clinical experience in neonatal and pediatric respiratory care in the artificial ventilation and circulation, airway care, and recognition modes of respiratory care are examined to understand principles sleep disorders and testing, stress and exercise testing, metabolic areas of patient assessment and monitoring (invasive and noninva- and treatment of cardiac, pulmonary, circulatory, renal, hepatic of application to common cardiopulmonary disorders and related testing and noninvasive cardiology . Prerequisite: RCP-512 . Credit sive), mechanical ventilation, ECMO, airway care, labor and delivery and neurological disorders in the critical care unit . Credit Hours: 4 therapies, indications, hazards, contraindications and evaluation . assistance, and transport . Students will also have an opportunity for Prerequisite: Admission to the program . Credit Hours: 3 Hours: 5

416 417 RCP-512 Cardiopulmonary Physiology assemble and check equipment for proper function, operation RCP-527 Pulmonary Disease RCP-532 Pulmonary Function Testing This course provides an in-depth study of cardiac and pulmonary and cleanliness . Equipment malfunctions and actions to cor- Topics include the etiology, pathophysiology, diagnosis, treatment This course provides a hands-on experience conducting and anatomy and physiology, as well as the diagnostic procedures rect malfunctions will also be covered . Equipment will include and prognosis of common pulmonary diseases and conditions . interpreting complete pulmonary function tests to include spirom- commonly used in the hospital to evaluate these systems . oxygen delivery devices, humidifiers, aerosol generators, pres- Respiratory care management of nonrespiratory disorders com- etry, lung volumes, and diffusion . Common variations such as Topics include the function of the respiratory system, ventila- sure ventilators, gas delivery, metering and analyzing devices, monly encountered in the critical care unit will also be covered . bronchoprovocation testing and bronchial responsiveness along tory mechanics, gas transport in the blood, natural and chemical percussors, vibrators, environmental devices, manometers, Pulmonary and critical care medicine, obstructive and restrictive with tests for muscle weakness are also included . In addition, the regulation of breathing, circulation, blood flow and pressure, and gauges, and vacuum systems . Maintenance of artificial airways, pulmonary disease, neoplastic disease of the lung, disordered student will learn the operation, maintenance, and quality control cardiac output . The heart-lung relationship and clinical applica- fiberoptic bronchoscopy, thoracentesis, chest tube maintenance, breathing, cardiac and cardiovascular disorders, neurologic and principles for all common pulmonary function and gas analysis tions of these phenomena in the cardiopulmonary system will and arterial blood gas sampling will also be discussed . Basic and neuromuscular disorders, shock, trauma, sepsis, near drown- equipment . Bronchoscopy, exercise testing, and metabolic testing be emphasized . Prerequisite: Admission to the program . Credit advanced life support will be covered to include cardiopulmonary ing, burns, smoke inhalation, carbon monoxide poisoning, drug will also be reviewed . Prerequisites: RCP-512, RCP-522 . Credit Hours: 5 resuscitation, artificial ventilation and circulation, endotracheal overdose, renal failure, acute gastrointestinal disturbances and Hours: 3 intubation, airway care, recognition and treatment of arrhyth- respiratory care of the postoperative patient will be reviewed . RCP-513 Respiratory Care Equipment and Techniques mias, and cardiovascular pharmacology . Related equipment will Prerequisite: RCP-512 . Credit Hours: 3 RCP-533 Pediatric and Neonatal Respiratory Care This course provides students with the opportunity to gain hands- also be reviewed to include manual resuscitators, artificial air- This course provides the student with the opportunity to utilize on experience with respiratory care equipment . Students select, ways, defibrillators, and cardiac monitors . Prerequisite: Admission RCP-529 Mechanical Ventilation evidence-based knowledge and critical thinking skills in the assemble and check equipment for proper function, operation to the program, RCP-511, RCP-512 . Credit Hours: 4 This course provides instruction in the theory, setup, operation planning and provision of comprehensive respiratory care to and cleanliness . Equipment malfunctions and actions to cor- and maintenance of mechanical ventilators and related equip- newborns, infants and children along the health-illness con- rect malfunctions will also be covered . Equipment will include RCP-521 Patient Assessment ment . Topics include mechanical ventilator theory, ventilator oper- tinuum . Topics include fetal growth and development, neonatal oxygen delivery devices, humidifiers, aerosol generators, pres- Credit Hours: 4 ation, ventilator maintenance and troubleshooting . Maintenance and pediatric cardiopulmonary physiology and pathophysiology, sure ventilators, gas delivery, metering and analyzing devices, of artificial airways, fiberoptic bronchoscopy, thoracentesis, chest respiratory care assessment of the newborn, infant and pedi- RCP-522 Pulmonary Disease percussors, vibrators, environmental devices, manometers, gauges tube maintenance, and arterial blood gas sampling will also be atric patient, and respiratory care diagnostic and therapeutic and vacuum systems . Maintenance of artificial airways, fiberoptic Topics include the etiology, pathophysiology, diagnosis, treatment discussed as related to the critical care patient . Prerequisites: interventions targeted to specific cardiopulmonary pathologies . bronchoscopy, thoracentesis, chest tube maintenance and arterial and prognosis of common pulmonary diseases and conditions . RCP-511, RCP-512, RCP-513 . Credit Hours: 4 Prerequisites: RCP-512, RCP-520, RCP-521, RCP-522, RCP-523 . blood gas sampling will also be discussed . Basic and advanced Respiratory care management of nonrespiratory disorders com- Credit Hours: 4 life support will be covered to include cardiopulmonary resuscita- monly encountered in the critical care unit will also be covered . RCP-530 Cardiac Diseases tion, artificial ventilation and circulation, endotracheal intuba- Pulmonary and critical care medicine, obstructive and restrictive Topics include the etiology, pathophysiology, diagnosis, treatment RCP-534 Clinical Observation Practice 1 tion, airway care, recognition and treatment of arrhythmias, pulmonary disease, neoplastic disease of the lung, infectious and prognosis of common cardiac and cardiovascular conditions . Students will observe and achieve competencies related to and cardiovascular pharmacology . Related equipment will also diseases, neurological and neuromuscular disorders, drown- Respiratory care management of cardiac and cardiovascular respiratory procedures in general medical/surgical floors and be reviewed to include manual resuscitators, artificial airways, ing, burns, smoke inhalation, carbon monoxide poisoning, drug disorders, shock, trauma, renal failure, acute gastrointestinal adult intensive care units . This course introduces students to defibrillators and cardiac monitors . Prerequisite: Admission to the overdose, and respiratory care of the postoperative patient will disturbances, and invasive cardiovascular procedures will be clinical respiratory care procedures . Topics include introduction program . Credit Hours: 3 be reviewed . Prerequisite: RCP-512 . Credit Hours: 3 reviewed . Additionally, learners will learn to interpret 12-lead to the clinical affiliate, patient assessment, medical gas therapy, ECGs and obtain their ACLS credentials . Prerequisite: RCP-512 . aerosol therapy, incentive spirometry, positive pressure breathing, RCP-515 Respiratory Care Pharmacology RCP-523 Mechanical Ventilation Credit Hours: 2 chest physiotherapy, and airway care . Prerequisites: Satisfactory This course provides the physiologic and pharmacologic basis This course provides instruction in the theory, setup, operation completion of first two semesters of course work . Credit Hours: 3 of pulmonary and cardiac medications . Students will study the and maintenance of mechanical ventilators, their associated RCP-531 Critical Respiratory Care preparation as well as the calculation of dosages and mixtures . modes of ventilation and related equipment . Topics include This course provides instruction on all phases of adult critical RCP-535 Critical Respiratory Care General principles of pharmacology will be covered as a basis mechanical ventilator theory, ventilator operation, modes care and continuous mechanical ventilation . Topics including Instruction on all phases of adult critical care and continuous for an in-depth discussion of bronchoactive, mucus-controlling of ventilation, ventilator maintenance and troubleshooting . physiology and classification of mechanical ventilation, acid-base mechanical ventilation is provided . The history of mechanical drugs, surfactants, inhaled steroids and aerosolized anti-infective Prerequisites: RCP-511, RCP-512 . Credit Hours: 4 balance, indications for mechanical ventilatory support, imple- ventilation, modes of mechanical ventilatory support, implemen- agents . The drug groups related to the cardiopulmonary system mentation, monitoring, ventilator weaning and discontinuance tation, monitoring, ventilator weaning and discontinuance will RCP-525 Patient Assessment such as neuromuscular blocking agents, central nervous system will be covered . Advanced critical care techniques for invasive and be covered . Advanced critical care techniques for invasive and Fundamentals of respiratory assessment will be covered to depressants, cardiovascular agents, diuretics and antimicrobial noninvasive patient monitoring will be covered . Hemodynamic noninvasive patient monitoring will be covered . Hemodynamic include review of existing data in the patient record, patient agents will be included . Prerequisite: Admission to the program . monitoring will include arterial pressure monitoring, central monitoring will include arterial pressure monitoring, central history, physical examination, oximetry, blood gases, respiratory Credit Hours: 2 venous and pulmonary artery catheters, and cardiac output mea- venous and pulmonary artery catheters, and cardiac output mea- monitoring, pulmonary function assessment, laboratory studies, surement . Noninvasive monitoring techniques including oximetry, surement . Noninvasive monitoring techniques including oxim- RCP-520 Respiratory Care Equipment and Techniques chest and upper airway radiographs, ventilation/perfusion scans, transcutaneous monitoring, capnography, ventilator graphic etry, transcutaneous monitoring, inductance plethysmography, This course provides students with the opportunity to gain hands- bedside EKG interpretation, and cardiovascular monitoring . analysis, and assessment of the critical ill patient will also be capnography, and metabolic testing are included . Prerequisites: on experience with respiratory care equipment . Students select, Prerequisites: RCP-511, RCP-512 . Credit Hours: 4 reviewed . Prerequisites: RCP-512, RCP-520, RCP-521, RCP-522, RCP-511, RCP-512, RCP-513 . Credit Hours: 4 RCP-523 . Credit Hours: 4

418 419 RCP-537 Pulmonary Function Testing and respiratory care departments specifically . Students are intro- breathing; chest physiotherapy; airway care using nasal, endo- include patient assessment, medical gas therapy, aerosol therapy, This course provides a hands-on experience conducting and duced to hospital organization, health care finance, quality assur- tracheal and tracheal tubes; initiation of mechanical ventilation; incentive spirometry, chest physiotherapy, airway care, initiation interpreting complete pulmonary function tests to include spirom- ance and improvement, and health care regulation . Prerequisite: patient stabilization and monitoring; evaluation of hemodynamic of mechanical ventilation, patient stabilization and monitoring, etry, lung volumes, and diffusion . Common variations such as Admission to the program . Credit Hours: 3 variables; bronchial hygiene; evaluation for weaning; endo- evaluation of hemodynamic variables, bronchial hygiene, evalua- bronchoprovocation testing and bronchial responsiveness along tracheal intubation; extubation; arterial line sampling; arterial tion for weaning, endotracheal intubation, monitoring (invasive with tests for muscle weakness are also included . In addition, the RCP-563 Research Methods puncture; blood gas analysis; and noninvasive monitoring . The and noninvasive), labor and delivery assistance, and transport . student will learn the operation, maintenance, and quality control This course introduces the student to methods of scientific research students will also complete pulmonary function, bronchoscopy Students are also given the opportunity to further develop their principles for all common pulmonary function and gas analysis to include review of literature, research designs, sampling tech- observation, long-term care, and pediatric rotations . Prerequisite: adult critical care skills . Prerequisite: RCP-569 . Credit Hours: 7 equipment . Bronchoscopy, exercise testing, and metabolic testing niques, variables and measurement, appraisal of the quality of Satisfactory completion of first-year course work . Credit Hours: 7 will also be reviewed . Credit Hours: 3 existing evidence, research ethics, and formulation of a problem RCP-577 Clinical Seminar statement and hypothesis . Students will also produce the first draft RCP-570 Cardiopulmonary Diagnostics Learners review respiratory care across the life span with an RCP-539 Pediatric and Neonatal Respiratory Care of a research proposal . Prerequisite: Admission to the program . This advanced cardiopulmonary diagnostics course covers a range emphasis on problem-solving and decision-making . Practice board The processes of growth and development relating to respira- Credit Hours: 3 of tests that assess different body systems . Topics include poly- credentialing examinations will be administered . Current issues tory care from the fetus to the adolescent will be discussed . This somnography and sleep disorders, metabolic testing, ultrasound, relevant to respiratory care will be explored to include new trends course relates physiologic function to respiratory care includ- RCP-564 Clinical Observation Practice 2 and echocardiography . Learners will observe tests, identify indica- in management, new treatments and technologies, ethical issues ing assessment, evaluation and treatment . Topics include fetal This course provides students the opportunity to further develop tions, interpret findings, and describe the equipment required for in health care, and issues related to professional development and growth and development, neonatal growth and development, both basic and advanced skills required in the intensive care of the each . Prerequisites: RCP-512, RCP-522, RCP 530 . Credit Hours: 2 practice . Prerequisite: Second-year status . Credit Hours: 3 fetal assessment, fetal evaluation, neonatal assessment, neonatal respiratory patient . Topics include patient assessment; medical gas RCP-571 Clinical Practice 3 evaluation, neonatal respiratory care, neonatal pathology, pedi- therapy; aerosol therapy; incentive spirometry; positive pressure RCP-581 Clinical Practice 4 atric pathology, pediatric assessment, pediatric respiratory care, breathing; chest physiotherapy; airway care using nasal, endo- This course provides an opportunity to acquire clinical experience This course provides an opportunity to advance the students’ and mechanical ventilation of the neonatal and pediatric patient . tracheal and tracheal tubes; initiation of mechanical ventilation; in the intensive care of neonatal and pediatric patients . Topics clinical experience in neonatal and pediatric respiratory care in Prerequisite: RCP-511, RCP-512, RCP-513 . Credit Hours: 4 patient stabilization and monitoring; evaluation of hemodynamic include patient assessment, medical gas therapy, aerosol therapy, the areas of patient assessment and monitoring (invasive and variables; bronchial hygiene; evaluation for weaning; endotracheal incentive spirometry, chest physiotherapy, airway care, initiation noninvasive), mechanical ventilation, ECMO, airway care, labor RCP-542 Clinical Practice I intubation; extubation; arterial line sampling; arterial puncture; of mechanical ventilation, patient stabilization and monitoring, and delivery assistance, and transport . Students will also have an Students will observe and achieve competencies related to blood gas analysis; and noninvasive monitoring . The students will evaluation of hemodynamic variables, bronchial hygiene, evalua- opportunity for reinforcement of adult intensive care . In addition, respiratory procedures in general medical/surgical floors and also complete pulmonary function, bronchoscopy observation, tion for weaning, endotracheal intubation, monitoring (invasive students are provided with opportunities in home health, skilled adult intensive care units . This course introduces students to long-term care, and pediatric rotations . Prerequisite: RCP-534 . and noninvasive), labor and delivery assistance, and transport . nursing facilities, pulmonary rehabilitation and sleep . Credit clinical respiratory care procedures . Topics include introduction Credit Hours: 7 Students are also given the opportunity to further develop their Hours: 8 to the clinical affiliate, patient assessment, medical gas therapy, adult critical care skills . Prerequisites: Second-year status, RCP- aerosol therapy, incentive spirometry, positive pressure breathing, RCP-565 Research Project 1 534, RCP-564 . Credit Hours: 7 RCP-582 Disease Management/Home Health Care chest physiotherapy, and airway care . Prerequisites: Satisfactory Guided activities to complete the research protocol, create data This course places emphasis on decision-making and problem- completion of first two semesters of course work, RCP-511, RCP- collection instruments, and begin data collection . Prerequisite: RCP- RCP-572 Clinical Seminar solving as they relate to clinical respiratory care and disease 513 . Credit Hours: 3 563 . Credit Hours: 1 Learners review respiratory care across the life span with an management . Current issues relevant to respiratory care will be emphasis on problem-solving and decision-making . Practice discussed, such as ethical issues in health care, smoking cessation, RCP-561 Education RCP-567 Management board credentialing examinations will be administered . Current palliative care, and issues related to professional development and This course provides an introduction to basic principles and tech- Management theory and its practical application are explored . issues relevant to respiratory care will be explored to include new practice . Prerequisites: RCP-520, RCP-521, RCP-522, RCP-530, niques used in respiratory care education . Topics include patient Supervisory, management, and leadership qualities and responsibil- trends in management, new treatments and technologies, ethical RCP-561 . Credit Hours: 3 education, in-service education, needs assessment, writing of ities are studied, as well as organizational structures . Students are issues in health care, and issues related to professional devel- objectives, lesson plan development, development of learning shown how these principles apply to organizations generally and opment and practice . Prerequisites: RCP-534, RCP-564 . Credit RCP-583 Research Project 3 activities, use of media, development of presentations, and respiratory care departments specifically . Students are introduced Hours: 3 Guided activities to answer an appropriate research question, evaluation . Motivational interviewing and smoking cessation are to hospital organization, health care finance, quality assurance and perform data analysis, present research, and develop a manuscript also introduced . Prerequisite: Admission to the program . Credit improvement, and health care regulation . Prerequisite: Admission RCP-573 Research Project 2 for completion of the required program research requirements . Hours: 3 to the program . Credit Hours: 3 Guided activities to continue data collection, begin data Prerequisite: RCP-563 . Credit Hours: 1 analysis, interpret findings, and begin manuscript preparation . RCP-562 Management RCP-569 Clinical Practice II Prerequisite: RCP-563 . Credit Hours: 1 RCP-585 Clinical Practice IV Management theory and its practical application are explored . This course provides students the opportunity to further develop This course provides an opportunity to advance the students’ Supervisory, management, and leadership qualities and responsi- both basic and advanced skills required in the intensive care of the RCP-575 Clinical Practice III clinical experience in neonatal and pediatric respiratory care in bilities are studied, as well as organizational structures . Students respiratory patient . Topics include patient assessment; medical gas This course provides an opportunity to acquire clinical experience the areas of patient assessment and monitoring (invasive and are shown how these principles apply to organizations generally therapy; aerosol therapy; incentive spirometry; positive pressure in the intensive care of neonatal and pediatric patients . Topics noninvasive), mechanical ventilation, ECMO, airway care, labor

420 421 and delivery assistance, and transport . Students will also have an function of the organs and tissues of the cardiovascular system RMD-520 Capstone IV RMD-524E Diseases of the Cardiovascular and opportunity for reinforcement of adult intensive care . In addition, and correlate these to physical exam findings, radiographic images Continuation of RMD-519 . Students will continue to develop Respiratory Systems - Exam Makeup students are provided with opportunities in home health, skilled and ultrastructural images; explain the fundamental concepts that topics related to their chosen theme . For each topic, the student Exam makeup of RMD-524 Diseases of the Cardiovascular nursing facilities, pulmonary rehabilitation and sleep . Prerequisite: govern fluid physics; describe how blood circulates through the will identify and complete their learning objectives . Students will Systems . RCP-575 . Credit Hours: 8 body, including the structure and function of specialized circulatory work with a faculty advisor, who will monitor each student’s port- systems (portal, coronary, pulmonary, lymphatic and venous) and folio and ensure that each student has completed the required RMD-525 Diseases of the Genitourinary Systems RCP-589 Disease Management/Home Health the mechanisms that maintain vascular tone and circulating volume work . Required . Credit Hours: 1 This course is a survey of the pathology, pathophysiology and This course places emphasis on decision-making and problem- in changing conditions; using the heart as an example, describe the pharmacology that relate to diseases of the genitourinary sys- solving as they relate to clinical respiratory care and disease mechanisms of membrane transport and ion movement; explain RMD-523 Mechanisms of Disease tems, including identification of alterations in physiology of the management . Current issues relevant to respiratory care will be how these result in the generation, propagation and transmission This course has two distinct parts . The first three weeks are genitourinary system and how these manifest clinically; recogni- discussed, such as ethical issues in health care, smoking cessa- of information within and between cells and tissues; explain the focused on the general principles of the basis of diseases and tion of the significance of symptoms, signs and ancillary data in tion, palliative care, and issues related to professional develop- autonomic nervous system’s control of the cardiovascular system; drugs . The latter two weeks are focused on infectious disease . the evaluation of genitourinary disease; description of the pathol- ment and practice . Credit Hours: 3 describe the structure and function of the heart as a pump, includ- The block is front-loaded with didactic activity as it forms the ogy of the genitourinary system; description of the mechanism ing the mechanics of cardiac function; describe the alterations in basis of subsequent blocks . Principles learned in this block are of action of drugs used to treat disorders in the genitourinary RCP-999 Continuous Enrollment normal structure and function that occur with cardiovascular dis- developed in the subsequent blocks and include the following: system; and construction of differential diagnosis for common The requirement for continuous enrollment applies to all students ease; and describe the regulation of body temperature . Required . definition of the general principles of pharmacology; recognition presenting symptoms and physical exam findings of genitourinary admitted or readmitted for Fall 2015 or later . Doctoral students Credit Hours: 1 of the basic principles of micro-organisms and the taxonomy and disease . Required . Credit Hours: 1 should follow program requirements for continuous enrollment specific characteristics of bacteria, fungi, parasites and viruses; RMD-513E Cardiovascular and Respiratory Systems - and degree completion . Students who have not completed definition of the general principles of antimicrobials; recognition RMD-525E Diseases of the Genitourinary Systems - Exam Makeup their degree requirements are required to maintain continuous of the general principles of cellular injury and death; description Exam Makeup enrollment through the college of their program until the degree Exam makeup of RMD-513 Cardiovascular and Respiratory of inflammation and tissue repair; identification of the con- Exam makeup of RMD-525 Diseases of the Genitourinary is earned . Continuous enrollment courses are graduate-level Systems . cepts and terminology of neoplasia; distinguishing between the Systems . courses set up by departments at Rush University for students intrinsic and extrinsic mechanisms of neoplasia; identification of who need to remain actively enrolled in the University while they RMD-517 Capstone I alterations in physiology that occur in common disease states RMD-526 Diseases of the Central Nervous System finish their graduate work . Credit Hours: 1 The Capstone Project is a self-directed, longitudinal activity that and how these alterations manifest clinically; determination of This course is a survey of the pathology, pathophysiology and will commence during the M1 year and culminate in a presentation the significance of symptoms, signs and ancillary data as they pharmacology that relate to diseases of the central nervous during the M4 year . During the M1 year, each medical student will relate to a disease state; development of differential diagnoses system, including identification of alterations in physiology of the Rush Medical College Multidisciplinary identify a main theme they are interested in investigating through- for common presenting symptoms and physical exam abnormali- central nervous system (CNS) and how these manifest clinically; Course out medical school . Students will be responsible for developing ties; and identification of appropriate diagnostic modalities in the recognition of the significance of symptoms, signs and ancillary RMD-EXM Core Clerkship: Primary Care - Exam topics related to their theme . Students will work with a faculty evaluation of various disease states . Required . Credit Hours: 1 data in the evaluation of CNS disease; description of the pathol- Remediation advisor and will submit documentation to the faculty member, ogy of the CN system; description of the mechanism of action who will provide advice, feedback and mentoring . Themes can be RMD-523E Mechanisms of Disease - Exam Makeup Remediation of RMD-701 Core Clerkship: Primary Care through of drugs used to treat disorders in the CNS; and construction reshaped if the student’s interests or career goals change . Students Exam makeup of RMD-523 Mechanisms of Disease . exam retake only . of differential diagnosis for common presenting symptoms and will identify topic-related learning objectives that correspond to physical exam findings of CNS disease . Required . Credit Hours: 1 RMD-524 Diseases of the Cardiovascular and RMD-REM Core Clerkship: Primary Care - Clinical Weeks their current course work . Required . Credit Hours: 0 Respiratory Systems Remediation RMD-526E Diseases of the Central Nervous System - RMD-518 Capstone II This course is a survey of the pathology, pathophysiology and Remediation of RMD-701 Core Clerkship: Primary Care through Exam Makeup Continuation of RMD-517 . During the second term of the M1 year, pharmacology that relate to diseases of the cardiovascular and clinical weeks only . Exam makeup of RMD-526 Diseases of the Central Nervous students will be responsible for identifying and completing learning respiratory systems, including identification of alterations in System . RMD-513 Cardiovascular and Respiratory Systems objectives for each topic that was identified that relates to their physiology that occur in heart and lung disease states and how This course is a survey of the normal development, structure and theme . Required . Credit Hours: 1 these alterations manifest clinically; recognition of the signifi- RMD-527 Gastrointestinal, Liver and Metabolic Disease function of the cardiovascular system and respiratory system, cance of symptoms, signs and ancillary data as they relate to This course is a survey of the pathology, pathophysiology and RMD-519 Capstone III including the heart, blood vessels, lungs, trachea and larynx . In cardiovascular and pulmonary disease; construction of differential pharmacology that relate to diseases of the gastrointestinal Continuation of RMD-518 . Students will continue to develop top- addition, the course will cover the organization of the autonomic diagnoses for common presenting symptoms and physical exam system and liver, including identification of alterations in physiol- ics related to their chosen theme . For each topic, the student will nervous system and its function as it relates to the cardiovas- abnormalities of cardiovascular and pulmonary disease; identifi- ogy of the gastrointestinal system and the liver and how these identify and complete their learning objectives . Students will work cular and respiratory systems . It will also cover structures of the cation of appropriate diagnostic modalities in the evaluation of manifest clinically; recognition of the significance of symptoms, with a faculty advisor, who will monitor each student’s portfolio thoracic wall and their relation to respiratory function . Upon various cardiovascular and pulmonary diseases; description of signs and ancillary data in the evaluation of GI/metabolic disease; and ensure that each student has completed the required work . completion of the course, the student will be able to describe the the pathology of the cardiovascular and pulmonary systems; and description of the pathology of liver and gastrointestinal system; Required . Credit Hours: 0 anatomic boundaries and relationships, location, structure and description of the mechanism of action and use of drugs used to and construction of differential diagnosis for common presenting treat heart and lung disease . Required . Credit Hours: 1

422 423 symptoms and physical exam findings of GI, liver and metabolic RMD-533 Physicianship III RMD-540 Humanities in Medicine I situations, to assist with communications, and ultimately to break disease . Required . Credit Hours: 1 Continuation of RMD-532 . The two-year Physicianship Program This is the first half of a two-semester course that examines how down the barriers between doctors and patients . is a patient-centered, integrated, multidisciplinary program empathy, observation and interpretation impact and are impacted This course also includes a series of cultural extracurricular RMD-527E Gastrointestinal, Liver and Metabolic designed to provide students with a foundation of clinical knowl- by one’s experiences of literature and the arts . Particular atten- activities and Spanish-language websites for students to practice Disease - Exam Makeup edge, skills, attitudes and behaviors and to prepare students tion will be paid to the ways in which observation and engage- Spanish independently outside of the classroom . By visiting Exam makeup of RMD-527 Gastrointestinal, Liver and Metabolic for full-time clinical duties beginning with their third-year core ment with the arts parallels observation and engagement in museums and restaurants and attending Hispanic movie sessions, Disease . clerkships . The Physicianship Program is competence-based and patient care . Individual sessions will focus on the role of perspec- students will be able to engage in Spanish learning activities aligned with national recommendations . The student should be tive in describing medical events, differences and similarities RMD-528 Hematology, Dermatology and between classroom sessions . Students will be able to utilize able to elicit and record an accurate history related to the chief in observational skills in the arts and medicine, and the use of Musculoskeletal Disease the Internet educational resources to fit their individual learn- complaint of patients; participate as a member of the health care movement and drama exercises to examine how one experi- This course is a survey of the pathology, pathophysiology and ing styles and to complement their in-class instruction and their team in an ambulatory setting; perform and record selected ele- ences and is experienced by others . Course activities will include pharmacology that relate to diseases of the skin, blood and particular medical interests . Credit Hours: 0 ments of a physical exam on fellow students; utilize language to museum visits, movement activities, acting exercises, and reading musculoskeletal systems, including identification of alterations express sensitivity to others; develop and express self-awareness and writing about selected works of literature . Elective . RMD-543 Spanish for Medical Professionals II in physiology of the skin, blood and musculoskeletal systems, regarding biases and perceptions of others; accept and adapt The primary goal of the Spanish for Medical Professionals course and how these manifest clinically; recognition of the significance RMD-541 Humanities in Medicine II to feedback on progress or weaknesses in communication skills; is to make it possible for students to communicate in Spanish of symptoms, signs and ancillary data in the evaluation of skin, Continuation of RMD-540 . This is the second half of a two- participate in small group discussions; and apply content to the with patients whose dominant language is Spanish . The best blood and musculoskeletal disease; description of the pathology semester course that examines how empathy, observation and role as a health care provider . Required . Credit Hours: 1 way to learn a language is to practice as often as possible . From of the skin, blood and musculoskeletal systems; description of the interpretation impact and are impacted by one’s experiences of the onset of this course, students are encouraged to use their mechanism of action of drugs used to treat disorders in the skin, RMD-533E Physicianship III - Exam Makeup literature and the arts . Particular attention will be paid to the Spanish language skills in class in situations similar to those they blood and musculoskeletal systems; and construction of differ- Exam makeup of RMD-533 Physicianship III . ways in which observation and engagement with the arts paral- may encounter in a medical environment with Spanish-speaking ential diagnosis for common presenting symptoms and physical lels observation and engagement in patient care . Individual ses- patients . There are in-class activities, such as role-playing, brief exam findings of diseases of the skin, blood and musculoskeletal RMD-533R Physicianship III - Remediation sions will focus on the role of perspective in describing medical conversations, interviewing and history taking . Students also systems . Required . Credit Hours: 1 Remediation of RMD-533 Physicianship III . events, differences and similarities in observational skills in the expand their Spanish vocabulary with an emphasis on medical arts and medicine, and the use of movement and drama exercises RMD-528E Hematology, Dermatology and RMD-534 Physicianship IV terminology . The students review the essentials of Spanish gram- to examine how one experiences and is experienced by others . Musculoskeletal Disease - Exam Makeup Continuation of RMD-533 . The two-year Physicianship Program mar to enhance their ability to communicate . Furthermore, the Course activities will include museum visits, movement activities, Exam makeup of RMD-528 Hematology, Dermatology and is a patient-centered, integrated, multidisciplinary program course includes informal presentations about different aspects of acting exercises, and reading and writing about selected works of Musculoskeletal Disease . designed to provide students with a foundation of clinical knowl- Hispanic culture to both enhance the quality of the relationship literature . Elective . edge, skills, attitudes and behaviors and to prepare students with Spanish-speaking patients and avoid misunderstandings RMD-529A Evidence-Based Medicine I for full-time clinical duties beginning with their third-year core RMD-542 Spanish for Medical Professionals I about certain cultural values and expectations . By familiarizing This yearlong course uses a combination of web-based lectures students with conversational Spanish and medical Spanish, this clerkships . The Physicianship Program is competence-based and The primary goal of the Spanish for Medical Professionals course and small group activity that teaches students to compare and course will enable students to apply their learning to real-world aligned with national recommendations . The student should be is to make it possible for students to communicate in Spanish contrast the methodologies used to establish the scientific basis situations, to assist with communications, and ultimately to break able to elicit and record an accurate history related to the chief with patients whose dominant language is Spanish . The best for evidence-based practice . Required . Credit Hours: 0 down the barriers between doctors and patients . complaint of patients; participate as a member of the health care way to learn a language is to practice as often as possible . From team in an ambulatory setting; perform and record selected ele- RMD-529B Evidence-Based Medicine II the onset of this course, students are encouraged to use their This course also includes a series of cultural extracurricular ments of a physical exam on fellow students; utilize language to Continuation of RMD-529A . This yearlong course uses a com- Spanish language skills in class in situations similar to those they activities and Spanish-language websites for students to practice express sensitivity to others; develop and express self-awareness bination of web-based lectures and small group activity that may encounter in a medical environment with Spanish-speaking Spanish independently outside of the classroom . By visiting regarding biases and perceptions of others; accept and adapt teaches students to compare and contrast the methodologies patients . There are in-class activities, such as role-playing, brief museums and restaurants and attending Hispanic movie sessions, to feedback on progress or weaknesses in communication skills; used to establish the scientific basis for evidence-based practice . conversations, interviewing and history taking . Students also students will be able to engage in Spanish learning activities participate in small group discussions; and apply content to the Required . Credit Hours: 1 expand their Spanish vocabulary with an emphasis on medical between classroom sessions . Students will be able to utilize the role as a health care provider . Required . Credit Hours: 1 terminology . The students review the essentials of Spanish gram- Internet educational resources to fit their individual learning RMD-531E Physicianship I - Exam Makeup mar to enhance their ability to communicate . Furthermore, the styles, and to complement their in-class instruction and their RMD-534E Physicianship IV - Exam Makeup Exam makeup of RMD-531 Physicianship I . course includes informal presentations about different aspects of particular medical interests . Credit Hours: 0 Exam makeup of RMD-534 Physicianship IV . Hispanic culture to both enhance the quality of the relationship RMD-531R Physicianship I - Remediation RMD-544 Spanish for Medical Professionals III RMD-534R Physicianship IV - Remediation with Spanish-speaking patients and avoid misunderstandings Remediation of RMD-531 Physicianship I . The primary goal of the Spanish for Medical Professionals course Remediation of RMD-534 Physicianship IV . about certain cultural values and expectations . By familiarizing students with conversational Spanish and medical Spanish, this is to make it possible for students to communicate in Spanish RMD-532R Physicianship II - Remediation course will enable students to apply their learning to real-world with patients whose dominant language is Spanish . The best Remediation of RMD-532 Physicianship II . way to learn a language is to practice as often as possible . From

424 425 the onset of this course, students are encouraged to use their RMD-550 Capstone V RMD-572 Health Equity & Social Justice Leadership I categorical or advance program), including anesthesia, radiology, Spanish language skills in class in situations similar to those Continuation of RMD-520 . Students will continue to develop top- Students will receive a foundational understanding of social pathology, physical medicine and rehabilitation, ophthalmol- they may encounter in a medical environment with Spanish ics related to their chosen theme . For each topic, the student will medicine and the tools that will empower them to work to address ogy, cardiothoracic surgery, neurosurgery, orthopedic surgery, speaking patients . There are in-class activities, such as role- identify and complete their learning objectives . Students will work issues of social justice and health equity during their time both otolaryngology, radiation oncology, and urology . Specialties not playing, brief conversations, interviewing, and history taking . with a faculty advisor, who will monitor each student’s portfolio as physicians in training and eventually as practicing physicians . eligible for this course include the core clerkships (psychiatry, Students also expand their Spanish vocabulary with an emphasis and ensure that each student has completed the required work . Students will be introduced to communities, community partners, neurology, family medicine, obstetrics and gynecology, pediat- on medical terminology . The students review the essentials Required . Credit Hours: 0 and community organizations that can provide an understanding of rics, surgery, internal medicine, and emergency medicine) and of Spanish grammar to enhance their ability to communicate . the power of collaboration within our communities, and what their dermatology . Elective . Furthermore, the course includes informal presentations about RMD-551 Capstone VI role might be . Credit Hours: 0 different aspects of Hispanic culture to both enhance the quality Continuation of RMD-550 . Students will continue to develop top- RMD-721 Ambulatory Medicine of the relationship with Spanish-speaking patients and avoid ics related to their chosen theme . For each topic, the student will RMD-573 Health Equity & Social Justice Leadership II Third-year medical students will be placed in either a family misunderstandings about certain cultural values and expecta- identify and complete their learning objectives . Students will work Students will receive a foundational understanding of social medicine or internal medicine ambulatory office or clinic for two tions . By familiarizing students with conversational Spanish and with a faculty advisor, who will monitor each student’s portfolio medicine and the tools that will empower them to work to address weeks . Students will independently evaluate, present and care medical Spanish, this course will enable students to apply their and ensure that each student has completed the required work . issues of social justice and health equity during their time both for patients while working directly with attending preceptors . learning to real-world situations, to assist with communications, Required . Credit Hours: 1 as physicians in training and eventually as practicing physicians . This will be a primarily outpatient experience and is meant to and ultimately to break down the barriers between doctors and Students will be introduced to communities, community partners, immerse students in the ambulatory care of patients . Elective . RMD-552 Capstone VII patients . and community organizations that can provide an understanding of Continuation of RMD-551 . Students will continue to develop top- the power of collaboration within our communities, and what their RMD-722 Clinical Bridge Course This course also includes a series of cultural extracurricular ics related to their chosen theme . For each topic, the student will role might be . Credit Hours: 0 The course is designed to bridge the gap between medi- activities and Spanish-language websites for students to identify and complete their learning objectives . Students will work cal student knowledge and expectations of day-one interns . practice Spanish independently outside of the classroom . By with a faculty advisor, who will monitor each student’s portfolio RMD-701 Core Clerkship: Primary Care Through small-group, case-based discussions, the Clinical Bridge visiting museums and restaurants and attending Hispanic movie and ensure that each student has completed the required work . Students will be imbedded in either a family medicine or internal elective will expose fourth-year students to common intern-level sessions, students will be able to engage in Spanish learning Required . medicine ambulatory office for four weeks . Students will inde- concepts with an emphasis on high-yield information and the activities between classroom sessions . Students will be able to pendently evaluate, present and care for patients while working thought process that drives clinical reasoning . Elective . Credit utilize the Internet educational resources to fit their individual RMD-553 Capstone VIII directly with attending preceptors . This will be a primarily outpatient Hours: 4 learning styles, and to complement their in-class instruction and Continuation of RMD-552 . The final Capstone Project will be due experience and meant to immerse students in the primary care of their particular medical interests . Credit Hours: 0 by February 1 of the M4 year . Each student will be evaluated on patients on all levels including acute care, chronic illness care and RMD-723 Medical Informatics their Capstone Project . In the spring of the M4 year, Rush Medical preventive care . Curriculum will highlight the unique relationships Students will be given an introduction to the field of clinical RMD-545 Sonographic Anatomy I College will host a Capstone Project presentation forum . Projects and specialized patient care that occurs in this setting . Required . informatics and complete a research project in informatics . An This is the first of a two-semester course that will enhance the will be presented in either a poster format or an oral format . A Credit Hours: 4 overview of health information technology (HIT) will be provided understanding of key preclinical anatomy and physiology con- Capstone review panel will determine which projects merit presen- with an emphasis on elements relevant to clinical careers and cepts through introducing students to living normal sonographic tation in a public forum . Required . RMD-720 Careers in Medicine informatics research . Students will complete a research project anatomy and physiology, clinically relevant pathophysiologic The purpose of this elective is to allow third-year medical stu- evaluating an informatics application for efficacy, usability or conditions, and common ultrasound-guided clinical procedures . RMD-570 Clinical Genetics I dents at Rush to explore specialties into which they can match impact on clinical outcomes . Elective . The course includes biweekly interactive hands-on workshops The goal of this course is to enhance genomic education for medical upon graduation from medical school (into either a categorical or and independent readings . Elective . students by employing a variety of pedagogical approaches . There advance program) . Students interested in the Careers in Medicine RMD-726 Mindfulness in Medicine will be a combination of literature review, as well as opportunities elective will identify one specialty to pursue for the two-week clerk- Mindfulness-based stress reduction (MBSR) is a curriculum RMD-546 Sonographic Anatomy II for observation of genetic counseling sessions including prenatal, ship . The students will be paired with one or two attendings for the taught for more than 30 years that teaches skills, drawn largely Continuation of RMD-545 . This is the second half of a two- cancer, neurology and pediatric counseling . Credit Hours: 0 two-week period . Students will be expected to spend 85% of their from mindfulness (or insight) meditation traditions, that promote semester course will enhance the understanding of key pre- time with physicians participating in patient care to experience the the capacity for holding experience in nonjudgmental aware- clinical anatomy and physiology concepts through introducing RMD-571 Clinical Genetics II daily life of a practitioner in both the inpatient and outpatient set- ness; and cultivates patience, compassion (to self and other), students to living normal sonographic anatomy and physiology, The goal of this course is to enhance genomic education for medical tings as appropriate for the specialty . They will spend the remaining clarity during moments of emotional distress, quicker resolu- clinically relevant pathophysiologic conditions, and common students by employing a variety of pedagogical approaches . There 15% of their time in independent study researching the specialty tion of stress reactivity, and creative responses to stressors . It ultrasound-guided clinical procedures . The course includes will be a combination of literature review, as well as opportunities and completing exercises on the Careers in Medicine website . The has been taught to, and researched, in (among other cohorts) biweekly interactive hands-on workshops and independent read- for observation of genetic counseling sessions including prenatal, course will culminate in the student’s self-reflection on whether to persons with medical symptoms and chronic diseases, and medi- ings . Elective . cancer, neurology and pediatric counseling . Credit Hours: 0 pursue the specialty for residency . cal students . MBSR, or a variation of MBSR, is a part of most university-based integrative health programs . In this course, we The specialties available will be those into which students can will teach the MBSR curriculum in the first “trimester,” then match into upon graduation from medical school (into either a apply what has been learned in a way to learn to attend to

426 427 suffering in effective ways during clinical encounters . The student job positions in the research administration arena . Prerequisite: the post-award management of grants and contracts . Prerequisite: RSA-595 Special Topics in Research Administration will be evaluated on attendance to, and participation in, group Admission to the program . Credit Hours: 4 Admission to the program . Credit Hours: 4 Directed readings in an area of research administration . The sessions (at least 15 of 18 sessions) . Discussion of diary entries student, in consultation with faculty and the program director, will be a major portion of discussion . Each student will be asked RSA-502 Theory of Grants and Contracts Administration RSA-513 Intro to Clinical Research Management chooses a topic . The student finds the relevant literature, refines to maintain their diary in a Word document (or handwritten in a This course will introduce students to the principles of grants and This is an overview of clinical research management . Topics the topic and integrates the readings into a review of the litera- folder or notebook) and submit a copy to the course instructor contracts management, including the life cycle of a grant or contract, include financial management, regulatory management and ture . This is an elective course designed for the advanced student . at the end of the course (removing any aspects that they feel are how grant proposals and contract bids are developed, the essential operational management of clinical research . The course contains It may be used as additional credit or when a required course too personal to share in writing) . Elective . difference between a grant and a contract, how to respond to a a mix of theory, basic tools and best practices designed to provide was waived based on experience and/or prior course work . request for application or request for proposal, the contract nego- students with the background necessary to administer clinical Requires permission of program director to register . Prerequisite: RMD-780 Basic Biomedical Research I tiation process, the subcontracting process, and the regulations studies in their practice . Prerequisites: RSA-501 or RSA-510 . Credit Program director approval . Credit Hours: variable This the first part of a three-course series that will introduce that govern grants and contracts, including the Federal Acquisition Hours: 4 students to various aspects of the theory and practice of biomedi- Regulations . Students will be introduced to all areas of research RSA-596A Practicum I cal research . Students have independent readings, attend journal administration, including pre-award and post-award administra- RSA-514 Legal, Ethical and Regulatory Compliance Introduces students to research administration policy, procedure club and are paired with a faculty member with whom they will tion, responsible conduct of research, and technology transfer . The This course introduces students to legal, ethical and regulatory and operations . Areas include grants administration, project man- develop a research proposal and begin work on a project that course will provide the student with a better understanding of how issues encountered in monitoring, implementing and managing agement, budget and fiscal management, compliance and audit, may continue after the end of the year . Elective . to manage a sponsored projects pre-award office and what electronic research projects . Students will learn to apply ethical principles intellectual property and technology transfer . Students will rotate systems are available to assist in applying for and managing grants and legal and regulatory requirements to develop compliance through each administrative area . Prerequisites: Satisfactory RMD-781 Basic Biomedical Research II and contracts . Prerequisite: Admission to the program . Credit Hours: 4 programs, monitor investigator and institutional compliance, and completion of first-year course work . Credit Hours: 4 Continuation of RMD-780 . This the second part of three-course implement corrective action . Students will learn how to design series that will introduce students to various aspects of the RSA-510 Project Management and implement a compliance program, processes for monitor- RSA-596B Practicum II theory and practice of biomedical research . Students have This course will provide students with the knowledge to assume a ing compliance, and how to apply appropriate principles and The overall aim of Practicum II is to allow students to gain independent readings, attend journal club and are paired with a leadership position in sponsored projects or clinical trials adminis- processes to correcting noncompliance . The primary emphasis of additional practical experience in the administrative area of faculty member with whom they will develop a research proposal tration . The course will include grant development and application the course will be on fundamental issues involved in structuring concentration that they select: sponsored projects, clinical trials and begin work on a project that may continue after the end of preparation, IRB review and informed consent, subject recruitment compliance programs that conform to legal requirements as well management, research finance, research compliance, research the year . Elective . and retention, study budget preparation and institutional training as principles of scientific integrity . Prerequisite: Admission to the integrity, and intellectual property and technology transfer . This opportunities . The course will provide students with the knowledge program . Credit Hours: 4 course will provide the student with further experience in their RMD-783 Basic Biomedical Research III to manage grant development and application, work with faculty selected area of concentration . Prerequisite: RSA-596A . Credit Continuation of RMD-781 . This the third part of a three-course researchers, and train departmental and college research adminis- RSA-516 Intellectual Property and Technology Transfer Hours: 4 series that will introduce students to various aspects of the trators . This course will also provide students with the knowledge This course will introduce students to U .S . patent and contract theory and practice of biomedical research . Students have and skills to function as a clinical trials administrator through the laws, copyright and trademark laws and procedures, patent RSA-598A Research Project I independent readings, attend journal club and are paired with a management of the IRB approval process, subject recruitment and cooperation treaty laws and procedures, confidential disclosure This course is the first part in planning and conducting the faculty member with whom they will develop a research proposal informed consent, multicenter clinical studies, data collection and agreements, licensing options and inter-institutional agreements required master’s degree research project . Guided activities allow and begin work on a project that may continue after the end of progress reporting, study budget preparation and the financial man- to protect proprietary rights of institutions and inventors . The prep- the student to develop an appropriate research question and the year . Elective . Credit Hours: 0 agement of clinical studies . Prerequisite: Admission to the program . aration of the patent applications and the filing with and exami- research methodology for completion of the research require- nation by the United States Patent and Trademark Office (USPTO) ments . Students are expected to begin formulation of their Credit Hours: 4 will also be taught . Students will learn how to apply the relevant research questions and to complete their review of the literature . Research Administration RSA-512 Budgeting and Fiscal Management laws and procedures, how to properly prepare technology transfer Students are required to formally present the results of their This course provides an overview of the principles governing the fiscal documents, and how to use effective, successful negotiation strat- projects to the faculty and student body and are encouraged to RSA-501 Management Principles and Organizational management of grants and contracts . The requirements that spon- egies . Prerequisite: Admission to the program . Credit Hours: 4 publish their results . The goal of conducting a research project Theory sors have regarding sound fiscal management of sponsored awards, is to prepare the students to become informed users of man- This course is an introduction to principles and models of man- grants, cooperative agreements and contracts will be presented . The RSA-518 Introduction to International Research agement literature and related research . Students will conduct agement, leadership, and organization and human behavior in Administration student will learn how to develop a research business plan, how to research in areas of specialization chosen by the student or in the workplace . The course will also provide information on vari- prepare for an A-133 audit, what costs are allowable and allocable Various areas within research administration — pre-award, an area of general research administration and practice . Through ous organizational models for research administration, evaluation to a grant or contract, tracking awards, effort reporting, billing cost- post-award, contracting, and research compliance — are covered research the student will increase knowledge within the disci- methods, and change implementation with the goal of increasing reimbursable contacts, managing accounts receivable, and preparing in relation to their international counterparts . In addition, the rela- pline and promote interdisciplinary collaboration . The student will management and organizational effectiveness . Organizational and negotiating a Facilities and Administration Costs rate proposal . tionship of grants offices to their international office counterparts advance the science and practice of research administration by structure, hierarchy, decision-making, management of change The course will provide the student with a comprehensible under- will also be covered . The course is designed to contain a mix of providing a link between basic science research, clinical research and evaluation paradigms will be discussed . The course will standing of the requirements to best manage funds received on spon- theory, practical tools, and best practices . Prerequisites: RSA-501, and management practice . Prerequisites: Satisfactory completion provide the student with a better understanding of how to be sored awards and what electronic systems are available to facilitate RSA-502 and RSA-510 . Corequisite: RSA-512 . Credit Hours: 4 of first-year course work . Credit Hours: 2 an effective manager in a variety of organizational settings and

428 429 RSA-598B Research Project II SBB-562 Blood Procurement and Blood Product systems . Taught only online . Extensive computer use required . SBB-585 Comprehensive Review Continuation of Research Project I . Guided activities allow Manufacturing Prerequisites: General knowledge of immunohematology and Advanced study of current trends . Assigned topics in current the student to develop an appropriate research question and The focus of this course is on theoretical and practical concepts consent of the instructor . Credit Hours: 4 literature are read, evaluated and discussed . Topics include but research methodology and begin data collection for completion used in human blood procurement and blood product manu- SBB-581 Principles and Methods of Antibody are not limited to basics of research and education; information of the required program research requirements . At the comple- facturing . Topics include, but are not limited to, red blood cell Identification systems in blood banking; parentage testing; medical, legal and tion of this course, the student should be ready to present the and platelet preservation; the oxygen dissociation curve; basic ethical aspects of blood banking; and laboratory math for the research proposal to the committee for the preliminary defense coagulation; allogeneic and autologous blood donor selection; This course provides a review of methods for the detection and blood banker . A comprehensive review and exam is provided for and to begin and complete the data collection phase of the whole blood collection and component preparation, labeling, identification of antibodies with specificity for human red cell students completing the SBB program and eligible to sit for the research . Students are required to formally present the results of storage, distribution and use; donor testing; transfusion infec- antigens . Topics include but are not limited to history of trans- ASCP SBB certification examination . Taught only online . Extensive their projects to the faculty and student body and are encouraged tious diseases; storage lesions; and hematopoietic progenitor cell fusion medicine, serological systems, and direct and indirect computer use required . Prerequisites: General knowledge of to publish their results . Prerequisite: RSA 598A . Credit Hours: 2 (HPC) collection and use . Taught only online . Extensive computer antiglobulin tests . The focus is on resolution of complex antibody immunohematology and consent of the instructor . Credit Hours: 3 use required . Credit problems . Taught only online . Extensive computer use required . RSA-598C Research Project III Hours: 2 Prerequisites: General knowledge of immunohematology and SBB-586 SBB Clinical Practicum Continuation of Research Project II . During this phase, the consent of the instructor . Credit Hours: 2 Field experience under supervision of a professional expert in a research report is completed and the final defense of the project SBB-563 Blood Bank/Transfusion Service Operation blood center and/or hospital transfusion service setting . All stu- takes place . The student completes the data collection, analysis, This course provides a review of theoretical and practical SBB-582 Blood Procurement and Blood Product dents enrolled in the SBB curriculum must participate in clinical results and discussion for completion of the required program concepts used in blood bank and transfusion service operation . Manufacturing site visits and serologic resolution of clinical specimens . Clinical research requirements . Students are required to formally present Topics include, but are not limited to, safety and federal regula- The focus of this course is on theoretical and practical concepts sites include but are not limited to apheresis centers, donor cen- the results of their projects to the faculty and student body and tory requirements, disaster management, administration of blood used in blood procurement and product manufacturing . Topics ters, stem cell processing centers and transfusion service centers . are encouraged to publish their results . Prerequisite: RSA-598B . components process validation, automation, human resources include but are not limited to physiology, composition and Students with prior clinical experience may qualify to complete Credit Hours: 2 management, budgeting, competency assessment . The focus is function of blood, blood donor suitability, collection, serological the SBB-586 SBB Clinical Practicum course through credit by on quality management systems: quality control, quality assur- testing, transfusion infectious diseases and their testing, and proficiency based upon standardized departmental evaluation . ance, quality management, blood utilization management and component preparation, labeling, storage and distribution . Taught Qualified students who successfully pass the departmental Specialist in Blood Bank error management . Taught only online . Extensive computer use only online . Extensive computer use required . Prerequisites: evaluation will be exempt from taking this course and for tuition required . Credit Hours: 3 General knowledge of immunohematology and consent of the associated with this course . Credit Hours: variable SBB-560 Human Blood Group Systems and Principles & instructor . Credit Hours: 3 Methods of Antibody Identification SBB-564 SBB Project & Clinical Practicum SBB-587 SBB Selected Topics and Project This course focuses on human blood group systems: biochemistry, Independent investigation of a topic relevant to an area in SBB-583 Blood Bank and Transfusion Service Operation Independent investigation of a topic relevant to an area in immu- inheritance, serologic activity, clinical significance and disease immunohematology . The student will submit a written research This course provides a review of theoretical and practical nohematology . The student submits a written research paper associations . Topics include, but are not limited to, fundamentals paper as well as prepare and deliver a presentation based on the concepts used in blood bank and transfusion service operation . as well as prepares and delivers a presentation based on the of immunology, molecular biology, red blood cell membrane topic selected . Field experience under the supervision of a profes- Topics include but are not limited to safety and federal regula- topic selected . All students enrolled in the SBB curriculum must structure, genetics, and antibody identifications as they relate to sional expert in a blood center and/or hospital transfusion service tory requirements, pre-transfusion testing and administration of participate in a research project and develop a presentation for a blood group systems . Taught only online . Extensive computer use setting is required for the clinical practicum . Clinical sites include, blood components . The focus is on quality management systems: professional audience . Credit Hours: 3 required . Credit Hours: 4 but are not limited to, apheresis centers, donor centers, stem cell quality control, quality assurance, quality management, blood processing centers, and transfusion service centers . Credit utilization management and error management . Taught only SBB-999 Continuous Enrollment SBB-561 Clinical Immunohematology & Transfusion Hours: 3 online . Extensive computer use required . Prerequisites: General The requirement for continuous enrollment applies to all students This course focuses on transfusion medicine practice and therapy . knowledge of immunohematology and consent of the instructor . admitted or readmitted for Fall 2017 or later . Doctoral students Topics include, but are not limited to, the human circulatory SBB-565 Blood Bank Comprehensive Review Credit Hours: 3 should follow program requirements for continuous enrollment system; the effects of shock; blood component therapy; spe- A comprehensive review and exam is provided for students and degree completion . Students who have not completed cial transfusion; perinatal, neonatal and pediatric transfusion completing the SBB program and who are eligible to sit for the SBB-584 Clinical Immunohematology and Transfusion their degree requirements are required to maintain continuous practice; hemolytic disease of the newborn; transplantation; ASCP SBB certification examination . Taught only online . Extensive The focus of this course is on transfusion medicine practice and enrollment through the college of their program until the degree anemias; and infectious and noninfectious complications of blood computer use required . Credit Hours: 2 therapy . Topics include but are not limited to the human circula- is earned . Continuous enrollment courses are graduate-level transfusion . Taught only online . Extensive computer use required . tory system; effects of shock; blood component therapy; special courses set up by departments at Rush University for students Prerequisites: General knowledge of immunohematology and SBB-580 Human Blood Group Systems transfusion; perinatal, neonatal and pediatric transfusion practice; who need to remain actively enrolled in the University while they consent of the instructor . Credit Hours: 3 The focus of this course is on human blood group systems: hemolytic disease of the newborn; transplantation; anemias; finish their graduate work . Credit Hours: 1 biochemistry, inheritance, serologic activity, clinical significance and infectious and noninfectious complications of blood trans- and disease associations . Topics include but are not limited to fusion . Taught only online . Extensive computer use required . fundamentals of immunology, molecular biology, red blood cell Prerequisites: General knowledge of immunohematology and membrane structure and genetics as they relate to blood group consent of the instructor . Credit Hours: 4

430 431 Surgery elective surgical patients . Independent library investigative projects SUR-726 Principles of Urology SUR-756 Neurosurgery are assigned . Required in M4 year . Credit Hours: 4 This clerkship provides further experience in the diagnosis and This clinical clerkship expands upon and demonstrates the SUR-EXM Core Clerkship: Surgery - Exam Remediation management of urological problems as a supplement to the basic practical application of neurological sciences . The diagnosis and Remediation of SUR-701 Core Clerkship: Surgery through exam SUR-711 Cardiovascular Surgery clerkship in surgery . Elective . management of both simple and complex neurosurgically oriented retake only . This course emphasizes the clinical diagnosis and surgical manage- disorders are addressed . Conferences with both the resident and ment of adult and pediatric cardiac disorders . Preoperative evalua- SUR-727 Genitourinary Neoplasia attending staff are held weekly . Elective . SUR-REM Core Clerkship: Surgery - Clinical Weeks tion including review of cardiac catheterization data, intraoperative This course is designed to present the basic concepts of neoplasia, Remediation management and postoperative care are discussed at conferences using the genitourinary neoplasms as models . The student actively SUR-757 Principles of Ophthalmic Exam Remediation of SUR-701 Core Clerkship: Surgery through clinical and in the operating room . Indications for surgery, preoperative participates in the management of both hospitalized and ambula- The purpose of this course is to acquaint students with the surgi- weeks only . evaluation and postoperative care are discussed at patient rounds, tory patients . Multidisciplinary seminars and individual projects are cal specialty of ophthalmology . They will learn basic ophthalmic in conferences and on an individualized basis . Elective . available . Approval to take this course must be obtained from the terminology, history and examination principles, attend daily SUR-7EI Surgery Individualized Elective course director prior to registration . Elective . rounds and other didactic sessions, and observe surgery . It is Students may receive credit for an individually arranged elective SUR-712 Surgical Intensive Therapy intended that the students will not only learn techniques of exami- with a Rush faculty member . In order to receive credit for such SUR-731 Pain Management This rotation exposes the experienced student to comprehen- nation that will be useful in their own medical practices, but will a rotation, the person to whom the student will be responsible This rotation exposes the experienced student to the care and sive management of critically ill surgical patients . Application also understand the capabilities and limitations of the ophthal- must write a letter stating the student’s activities, responsibilities, management of patients with low back pain, post-herpetic neu- of advanced life support techniques including vasoactive drugs, mologist in order to make better use of ophthalmic consultations . amount of supervision, and specific dates of the rotation . The ralgia, complex regional pain syndrome and other common pain mechanical aids to circulation, pacing, and respiratory therapy are If the clerkship is taken for four weeks, the student will gain expe- sponsoring faculty member must complete an evaluation of the problems . This is a busy office setting where students will see new reviewed . Pathophysiologic discussion and integration with car- rience in performing history and physical examinations and will student’s performance at the conclusion of the elective . Students and returning patients to take histories, perform physical exams diopulmonary analysis of data obtained from invasive monitoring work up patients to present to resident and attending physicians must submit a proposal to the Office of Clinical Curriculum for and assist in various nerve block procedures . Student will function are emphasized . Radiologic, medical and surgical aspects of critical during the second two-week period . In addition, the student will approval at least eight weeks before the rotation and must have as a junior house officer . Elective . care medicine are also incorporated . Students will attempt to func- learn to perform more sophisticated techniques of examination, written approval from the assistant dean of clinical curriculum tion as subinterns with direct patient responsibilities . Elective . including slit lamp funduscopic examination and indirect ophthal- before beginning the rotation . Students may receive four weeks SUR-751 Orthopedics moscopy . In general, the student will gain hands-on experience in of credit for an individually arranged elective . Credit for a maxi- SUR-713 Peripheral Vascular Surgery This fourth-year elective rotation in orthopedic surgery is intended ophthalmic examination, diagnosis and theory . Elective . mum of only one individually arranged elective will count toward This course emphasizes the clinical noninvasive laboratory and for students considering a career path requiring a knowledge of musculoskeletal problems . Students are assigned to work with graduation requirements . Elective . radiologic diagnosis of peripheral vascular disorders considered for SUR-759 Otolaryngology individual attendings on the adult reconstructive service, foot- surgical management . Indications for surgery, preoperative evalua- Clinical experience is provided in the diagnosis and manage- SUR-701 Core Clerkship: Surgery ankle-hand service, sports medicine service, pediatric and tumor tion and postoperative care are discussed at patient rounds, in con- ment of patients with diseases of the ear, nose, throat, head During this eight-week clerkship, the principles of preoperative service, or spine service . Students work with individual attendings ferences and in the operating room . This rotation allows extensive and neck . Office practice, in addition to the care of hospitalized and postoperative care, diagnosis of surgical disease, indications in an office/clinic setting, assist in surgery, and round on inpatients . time in the operating room with open cases . The student will work patients, provides the basis for clinical instruction, with emphasis for surgery, recognition and response to surgical emergencies, Students are required to attend the various clinical and resident closely with the vascular fellow and attendings . Elective . on case study and proper use of instruments . The Departments of and the physiological principles of surgery are stressed through education conferences . Educational goals include review of func- Pathology, Radiology and Otology conferences and journal club the case study method . Students will be involved in the care of SUR-716 Plastic/Reconstructive Surgery tional anatomy, understanding of injury triage, and concepts of are included . Elective . approximately three patients per week . Technical experience is The primary goal of this clerkship is to provide an introduction to treatment . Elective . provided in the operating rooms and clinical skills lab . Outpatient the surgical subspecialty of plastic and reconstructive surgery in as SUR-752 Orthopedic Research SUR-761 Surgical Oncology clinics, lectures and conferences provide additional direct contact many of its various elements and diverse applications as possible . Students may arrange research rotations individually with faculty Concentrated experience in the multidisciplinary approach to the with faculty . Required . Credit Hours: 8 Plastic surgery covers a broad array of surgical/medical problems, at Rush . In order to receive credit for such a rotation, the person to diagnosis and management of patients with tumors is provided including wound healing; burns, both acute and long-term care; whom the student will be responsible must write a letter describ- through the Section of Surgical Oncology . Exposure to breast, SUR-710 Subinternship: Surgery congenital anomalies, such as cleft lip and palate and other ing the student’s activities, responsibilities, amount of supervision, skin, GI and solid organ tumors occurs through clinical service, Under supervision, the student assumes many of the duties and craniofacial defects; breast surgery, including breast reduction, and the specific dates of the rotation . Students must submit a pro- attendance at tumor conferences, tours of the basic science responsibilities of a resident physician . This includes responsibility augmentation, and reconstruction following mastectomy; micro- posal to the Office of Clinical Curriculum for approval at least eight research labs, presence in the operating room, and interactions for preoperative and postoperative care, participation in surgery, surgical procedures for a free flap transfer, nerve repair, and other weeks before the rotation and must have written approval from with the Rush Cancer Center . Students who plan to specialize in a and rotating on the night on-call schedule . On-call responsibili- means of tissue transposition; hand surgery, ranging from acute the Office of Clinical Curriculum before beginning the rotation . surgical or medical oncology-related field are encouraged to apply . ties for the surgical subintern are at the level of the first-year industrial accidents to long-term rehabilitation for neuromuscular Research rotations are scheduled for a minimum of four weeks of Elective . resident, namely, subinterns will be the first member of the surgi- problems; care of facial fractures, both acute and delayed repair; credit with the expectation that the full project will extend beyond cal team to see in-hospital consults, emergency room patients, care for trunk and extremity problems, relating to both trauma and SUR-765 Colon and Rectal Surgery the formal course duration . Depending on the proposal, the weeks and answer calls from the nurses . They will be supervised by in- tumor extirpation; and aesthetic surgery of the face, extremities Close one-on-one instruction between the student and physician of credit may or may not apply to the rule of eight-week maximum house residents . The work is primarily with hospitalized patients; and trunk . Elective . in an apprentice-teacher relationship . The student accompanies credit for course work in a single subspecialty . This decision is at however, there is an opportunity to work with ambulatory and the discretion of the Office of Medical Student Programs . Elective . the physician in all outpatient clinic office hours, as well as

432 433 surgical procedures and hospital rounds . This involves spending SUR-794 Advanced Surgery SUR-808 Trauma/Critical Care Surgery basic hemodynamics, and ergonomics in the vascular lab . Math approximately 15 hours per week in a clinic environment, assist- The Advanced Surgery course offers an opportunity for Rush stu- The Cook County Trauma Unit is one of the busiest urban trauma equations are utilized to examine the relationships of variables ing in approximately 50 surgical and endoscopic procedures over dents and especially outside students to become familiar with the centers in the nation and offers an exceptional clinical experi- in the physics concepts . The relationship of these principles to the month, and attending daily in-hospital rounds . No night call Department of General Surgery at Rush University Medical Center . ence for both medical students and residents . The trauma surgery guide appropriate, efficient and intelligent use of the instrument required . The grade will be determined by an essay exam, course The student will participate in the rotation in a manner similar rotation is designed to provide the senior-level medical student controls is emphasized . Credit Hours: 2 clinical evaluations, submitted history and physical exams, and to the third-year students and may assume some of the duties with an in-depth clinical experience in caring for the severely classroom participation . Elective . and responsibilities of the junior residents, depending upon their injured patient . The clerkship focuses on the initial management VAS-320L Physics & Instrumentation Lab familiarity with the task involved . Students will become involved and associated decision-making, the necessary procedures and Students will actively learn basic ultrasound techniques and SUR-771 Thoracic Surgery in preoperative and postoperative care, they will participate in operative interventions, and the critical care necessary for survival use of equipment controls in this lab course . Duplex ultrasound The preoperative, operative and postoperative care of patients surgery, and fourth-year students rotating in advanced surgery of the trauma patient . The student is expected to take an asser- controls for B-mode, Doppler and color image production will be with pulmonary, mediastinal, chest wall and esophageal disorders will take part in the in-house call schedule on a shared rotating tive role in patient care from the initial encounter with EMS until utilized by students to create interpretable images and wave- are studied in both hospitalized and ambulatory patients . In addi- basis with third-year students . The work is primarily with hospital- the patient is discharged from the hospital . Multilevel supervi- forms . Scanning skills such as appropriate vessel orientation, tion, students assist in patient care and learn surgical technique ized patients; however, there is an opportunity for ambulatory and sion and guidance is provided by the attending physicians and moving from transverse to longitudinal view on vessels, scanning with hands-on experience during cutting-edge thoracic surgery elective surgery . The grade is determined primarily (65%) by clinical residents as well as the clinical support staff . Elective . in long and transverse planes, and appropriate ergonomics are procedures . Elective . evaluations submitted by surgery residents and attendings . There is also covered . Student efficiency and problem solving in use of no limit as to the number of evaluations that may be turned in on equipment controls are evaluated in the lab proficiency exams . SUR-781 Research in Surgery one’s behalf . Proper behavior, attitude and demeanor are therefore Vascular Ultrasound Credit Hours: 1 Students may arrange research rotations individually with faculty paramount . Students are encouraged to participate to the full at Rush . In order to receive credit for such a rotation, the person extent possible, show initiative, teach third-year students, follow VAS-305 Vascular Anatomy, Physiology & VAS-325 Ultrasound Physics & Physical Principles II to whom the student will be responsible must write a letter their patients closely and be punctual for all activities . Twenty-five Pathophysiology This is the second of two courses in ultrasound physics and describing the student’s activities, responsibilities, amount of percent of the grade is determined by a classroom presentation of This course is a detailed survey of the large, small and micro- instrumentation . A continuation of the basic principles of B-mode, supervision, and the specific dates of the rotation . Credit toward a clinical case with review of pertinent literature . Ten percent of the scopic vasculature of the human body including variations . pulsed-wave and color Doppler are discussed, emphasizing the graduation is granted assuming that the research project is grade is based on a witnessed history and physical exam . Students Surrounding structures are also studied in their relationship to components of the duplex scanner . Math equations are utilized ongoing throughout the academic year . Students must submit meet weekly with Dr . Saclarides to discuss interesting cases and for the vasculature . The purpose and normal mechanism of arte- to examine the relationships of variables in the physics concepts . a proposal to the Office of Clinical Curriculum for approval at the clinical presentations of the various students . Elective . rial and venous systems are explored . Disease mechanisms of a The interactions of ultrasound and tissue, including ultrasound least eight weeks before the rotation and must have written wide variety of disorders of arteries and veins are examined, with artifacts and bio-effects, are also examined . Credit Hours: 3 approval from the Office of Clinical Curriculum before beginning SUR-795 Anesthesiology emphasis on those diseases that can be assessed by noninvasive VAS-330 Venous Ultrasound Procedures the rotation . Research rotations are scheduled for a minimum This course enables medical students to learn airway management; vascular studies . Risk factors, symptoms and treatment of these of four weeks of credit with the expectation that the full project recognize circulatory inadequacy and initiate support of the failing pathophysiologic processes will also be presented . Credit The theories, techniques and processes for performing deep vein will extend beyond the formal course duration . Depending on the circulation; induce topical and infiltrative anesthesia safely; under- Hours: 2 thrombosis (DVT), chronic venous insufficiency (CVI), and vein proposal, the weeks of credit may or may not apply to the rule of stand the actions and interactions of depressant and stimulant mapping (VM) studies of the lower and upper extremities are eight-week maximum credit for course work in a single subspe- drugs commonly encountered or used by anesthesiologists; and VAS-310 Patient Care presented primarily through the use of duplex ultrasound . Topics cialty . This decision is at the discretion of the Office of Medical participate in preoperative evaluation and preparation of surgical Vascular sonographers interact with patients continually through also include anatomy, diseases, terminology, indications, patient Student Programs . Elective . and obstetric patients . Elective . the workday . Patient care responsibilities include physical care history taking, diagnostic criteria, reporting, and problem-solving and comfort as well as respectful communication and interac- procedures . These skills will be addressed in this didactic course SUR-782 Research in Anesthesia SUR-796 Transplantation tions with all . Patient attitudes in both health and disease are and applied in the related laboratory course . Credit Hours: 2 Students will participate in new or ongoing research projects The clinical aspects of transplantation, including donor and recipi- examined in order to make the sonographer more conscious VAS-330L Venous Ultrasound Procedures Lab within the Anesthesiology Department . There will be close one- ent surgery, and preoperative and postoperative care are stud- of interactions in a diverse world . Activities are provided in the on-one collaboration between the student and faculty member . ied . The student participates in organ preservation care as well . student lab to practice patient care and safety skills that students The venous ultrasound techniques and procedures for lower- Research projects are available in both basic (animal lab, bio- Seminars on the fundamental and clinical aspects of transplant may encounter in a vascular lab, such as but not limited to extremity deep vein thrombosis (DVT) duplex ultrasound learned chemistry lab) and clinical sciences . Current areas of investigation immunology are held . Elective . patient transport and comfort, CPR training, universal precau- in the didactic course will be practiced on models in the student include neuropharmacology, pharmacokinetics, and treatment laboratory . Scanning activities will also include history taking, SUR-798 Trauma/Critical Care Surgery tions, infection control, and wound wrapping . Credit Hours: 2 of acute and chronic pain in animals . Clinical studies involve data analysis, reporting, problem-solving, and appropriate ergo- This rotation is designed to provide the fourth-year medical student the application of the significant findings from basic research VAS-320 Ultrasound Physics & Physical Principles I nomics . Chronic venous insufficiency, vein mapping, and upper with an in-depth clinical experience in the care of injured patients . in neuropharmacology to acute and chronic pain management This is the first of two courses in ultrasound physics and extremity procedure skills will be practiced in VAS-345L Advanced Critical decision making and surgical training are the key elements in patients . The educational objective of the clerkship is to train principles . The topics covered in this course include the basic Procedures Lab . Students will observe actual patient exams in the taught during resuscitation, operative management and the critical clinical investigators in the field of anesthesiology . Elective . parameters of sound and ultrasound, B-mode ultrasound, the hospital laboratory . Credit Hours: 1 care phase . The student will follow patients from the ambulance to Doppler effect, continuous and pulsed wave Doppler, color flow, their discharge home . Multilevel supervision and teaching is avail- able from attending physicians and residents . Elective .

434 435 VAS-340 Arterial Physiologic & Duplex Procedures emphasized, but activities also include history taking, data analysis, first observe, then perform sections of the planned vascular exams VAS-425A Cumulative Clinical Skills in Vascular The theories, techniques and processes of performing physiologic reporting, and problem-solving . Students will observe actual on patients, and go on to perform complete exams under the Ultrasound I and duplex arterial examinations of the lower and upper extremi- patient exams in the hospital laboratory . Credit Hours: 1 supervision of the clinical instructor . Prerequisites: Students must After students master new clinical skills with a passing grade, ties are presented . The physiologic exams include segmental successfully complete the required first-year courses (C grade or they must continue to demonstrate consistent performance at an pressures, continuous-wave Doppler waveforms, plethysmogra- VAS-360 Abdominal Vascular Procedures Class & Lab higher) prior to this clinical course . Credit Hours: 10 appropriate skill level . During this course, students will continue phy, exercise testing and some less frequently performed exams . Duplex ultrasound procedures used to assess the aorta, iliac, renal, to perform previously learned clinical skills at new and/or current Duplex scanning of the lower and upper extremities includes mesenteric, inferior vena cava, and hepatoportal vessels will be VAS-412 Clinical Skills in Vascular Ultrasound II clinical sites, demonstrating their ability to adjust to new proto- native arteries, postoperative, pseudoaneurysm, arteriovenous addressed in this course . Topics also include anatomy, diseases, In this clinical course, the student continues to learn to perform cols and clinical settings, and be evaluated for consistently high fistula and other less common patient exams . Topics also include terminology, indications, patient history taking, diagnostic crite- vascular exams on patients . A plan of study for the rotation quality in these skills each quarter . Credit Hours: 4 anatomy, diseases, terminology, indications, patient history tak- ria, reporting, treatment, and problem-solving procedures . The focuses the student’s learning activities on particular required and ing, diagnostic criteria, reporting, treatment, and problem-solving abdominal vascular procedures will be practiced on models in the elective patient exams according to the clinical experience hand- VAS-425B Cumulative Clinical Skills in Vascular procedures . These skills will be addressed in this didactic course laboratory using duplex equipment . Scanning activities will be book . Students will first observe exams, then perform sections of Ultrasound II and practiced in the related laboratory courses VAS-340L and emphasized, but activities also include history taking, data analysis, exams and finally perform complete vascular exams as their skills After students master new clinical skills with a passing grade, VAS-345L . Credit Hours: 3 reporting, and problem-solving . Students will observe actual improve under supervision of a clinical instructor . Credit Hours: 6 they must continue to demonstrate consistent performance at an patient exams in the hospital laboratory . Credit Hours: 2 appropriate skill level . During this course, students will continue VAS-340L Arterial Physiologic Procedures Lab VAS-413 Clinical Skills in Vascular Ultrasound III to perform previously learned clinical skills at new and/or current The upper- and lower-extremity native artery physiologic tech- VAS-370 General Pathophysiology In this clinical course, the student continues to learn to perform clinical sites, demonstrating their ability to adjust to new proto- niques and procedures learned in the didactic course will be Pathologic processes for general and organ system pathology in vascular exams on patients from the list of required and elective cols and clinical settings, and be evaluated for consistently high practiced on models in the student laboratory . Scanning activities the human body are covered in this course, including the manifes- patient exams according to the clinical experience handbook . quality in these skills each quarter . Credit Hours: 4 will be emphasized, but activities also include history taking, data tations of disease, etiology, pathogenesis, clinical features, diagnos- Students will first observe exams, then perform sections of exams analysis, reporting and problem-solving . Students will observe tic tools, prognoses and therapeutic options . This is a hybrid course and finally perform complete vascular exams as their skills improve VAS-441 Senior Topics/Cases I actual patient exams in the hospital laboratory . Credit Hours: 1 consisting of primarily distance learning with some face-to-face under supervision of a clinical instructor . Credit Hours: 6 Students will prepare, write and present multiple case studies activities . Credit Hours: 3 from the patient exams they have performed at their clinical VAS-345L Advanced Procedures Lab VAS-421 Professional Skills I sites . Students will also attend lectures on advanced topics and Advanced vascular procedures including upper extremity venous, VAS-380 Professional Practices in Ultrasound Students will practice professional skills during each semester participate in vascular conferences . Credit Hours: 1 chronic venous insufficiency, vein mapping, upper and lower This course is designed to prepare students for a career in vascular of the senior year at clinical sites and be evaluated on particular extremity arterial duplex techniques and photoplethysmogra- ultrasound by generating knowledge and skills in a broad overview characteristics such as honesty/integrity, interrelationships with VAS-442 Senior Topics/Cases II phy (PPG) venous reflux exams are practiced in this course . The of topics that will assist in their professional development under patients and staff, communication, cleanliness, initiative, efficiency, Students will prepare, write and present multiple case studies advanced vascular procedures, appropriate ergonomics, data four general headings: professional standards and resources, confidence, judgement, constructive criticism, learning from from the patient exams they have performed at their clinical analysis and problem-solving will be practiced on models in laboratory management, personal professional skills, and applying mistakes, professional growth, HIPAA compliance, patient mindful- sites . Students will also attend lectures on advanced topics and the laboratory using duplex and PPG equipment . Students will ethical principles . Credit Hours: 3 ness, and personal responsibility . Credit Hours: 1 participate in vascular conferences . Credit Hours: 1 observe actual patient exams in the hospital’s outpatient vascular VAS-390 Introduction to Research VAS-422 Professional Skills II VAS-443 Senior Topics/Cases III/Comprehensive Review lab . Credit Hours: 1 The student is expected to be a lifelong learner, evaluate research Students will practice professional skills during each semester & Exam VAS-350 Cerebrovascular Procedures and data reports, and contribute to the knowledge base of the of the senior year at clinical sites and be evaluated on particular Students will attend multiple review classes in preparation for The theories, techniques and processes of performing cerebrovas- field . This course addresses basic knowledge and understanding of characteristics such as honesty/integrity, interrelationships with the comprehensive Rush comprehensive exam and the ARDMS cular studies using duplex ultrasound of extracranial arteries and the methods of research available and how to use them . It intro- patients and staff, communication, cleanliness, initiative, efficiency, credentialing exams . Students will also prepare, write and present transcranial Doppler (TCD) for intracranial arteries are covered in duces the student to research processes, basic analysis of research confidence, judgement, constructive criticism, learning from case studies from the patient exams they have performed at their this course . Topics also include anatomy, diseases, terminology, papers, evidence-based practice, and the application of quality mistakes, professional growth, HIPAA compliance, patient mindful- clinical sites . This semester, students are required to submit a case indications, patient history taking, diagnostic criteria, reporting, improvement information . Test validation accuracy procedures, ness, and personal responsibility . Credit Hours: 1 study abstract to the national professional organization for con- treatment, and problem-solving procedures . These skills will be including calculations, are also covered . Credit Hours: 2 sideration to present at the annual meeting . Students will also VAS-423 Professional Skills III addressed in this didactic course and practiced in the related attend lectures on a variety of advanced topics and participate in VAS-411 Clinical Skills in Vascular Ultrasound I Students will practice professional skills during each semester laboratory course . Credit Hours: 3 vascular conferences . Credit Hours: 2 In this clinical course, the student learns to perform vascular exams of the senior year at clinical sites and be evaluated on particular VAS-350L Cerebrovascular Procedures Lab on patients in the first clinical rotation in the program . A plan of characteristics such as honesty/integrity, interrelationships with The extracranial duplex ultrasound and intracranial (transcra- practice focuses the student on learning particular types of vascular patients and staff, communication, cleanliness, initiative, efficiency, nial Doppler) techniques and procedures will be practiced on exams from a list of required and elective patient exams according confidence, judgement, constructive criticism, learning from models in the student vascular lab . Scanning activities will be to the program’s clinical experience handbook . The student will mistakes, professional growth, HIPAA compliance, patient mindful- ness, and personal responsibility . Credit Hours: 1

436 437 VAS-451 Cumulative Clinical Skills in Vascular Ultrasound I After students master clinical skills in newly learned patient exams with a passing grade, they must continue to demonstrate consistent performance at an appropriate skill level . During this course, students will continue to perform previously learned clinical skills at new and/or current clinical sites, demonstrating their ability to adjust to new protocols and clinical settings, and be evaluated for proficiency in these skills each semester . Credit Hours: 1 - 4

VAS-452 Cumulative Clinical Skills in Vascular Ultrasound II After students master clinical skills in newly learned patient exams with a passing grade, they must continue to demonstrate consistent performance at an appropriate skill level . During this course, students will continue to perform previously learned clinical skills at new and/or current clinical sites, demonstrating their ability to adjust to new protocols and clinical settings, and be evaluated for proficiency in these skills each semester . Credit Hours: 1 - 4

VAS-480A Senior Lectures/Comprehensive Review Phys Doppler/Color Credit Hours: 1

VAS-900 Independent Study Independent study courses give students a unique opportunity to pursue a course of study not commonly included in the curricu- lum . If you are interested in pursuing an independent study, meet with the faculty member you want to work with to define the course work and expectations . Credit Hours: 1 - 12

VAS-999 Continuous Enrollment

The requirement for continuous enrollment applies to all students admitted or readmitted for Fall 2015 or later . Doctoral students should follow program requirements for continuous enrollment and degree completion . Students who have not completed their degree requirements are required to maintain continuous enrollment through the college of their program until the degree is earned . Continuous enrollment courses are graduate-level courses set up by departments at Rush University for students who need to remain actively enrolled in the University while they finish their graduate work . Credit Hours: 0

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RUSH MEDICAL COLLEGE • COLLEGE OF NURSING • COLLEGE OF HEALTH SCIENCES • THE GRADUATE COLLEGE

Rush is an academic health system comprising Rush University Medical Center, Rush Copley Medical Center and Rush Oak Park Hospital.