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SUNY Downstate Medical Center College of Health Related Professions HAWTHORNE ST
1. Health Science Education Building 9. 440 Residence Hall 15 2. Basic Sciences Building 10. Advanced Biotechnology Incubator WINTHROP ST 3. Public Health/Academic Building 11. Dialysis Center 4. ED/Outpatient Department 12. Winthrop Street Subway Station 5. University Hospital of Brooklyn (IRT #2 and #5) from Manhattan 14 6a. 811 Residence Hall 13. Infant and Child Learning Center 14. Division of Hospital Finance PARKSIDE AVE 6b. 825 Residence Hall 7. Student Center 15. Winthrop Street Subway Station 13 12 11 10 8. Parking Garage (IRT #2 and #5) to Manhattan
CLARKSON AVE 3 4 2
1 5 LENOX ROAD
6a 8 7 9
6b EAST 34th ST EAST 35th ST EAST 37th ST EAST 38th ST EAST NEW YORK NEW YORK AVE BROOKLYN AVE BROOKLYN NOSTRAND AVE NOSTRAND LINDEN BLVD
Transportation to From Staten Island and Newark BY RAILROAD International Airport: SUNY Downstate Long Island Railroad Verrazano Narrows Bridge (toll): follow bridge Take any train to the Jamaica station. The SUNY Downstate Admissions Office is to Route 278, the Gowanus Expressway. Change to Brooklyn-bound train (track 3). located at 450 Clarkson Avenue, just off Travel approximately five miles to the Prospect Take to the Flatbush Avenue terminal. New York Avenue (Building 2). Expressway exit. Continue on the Prospect Follow subway directions from there. Expressway three exits to the Fort Hamilton BY AUTOMOBILE Parkway exit. Travel along East 5 Street through Metro-North Railroad two traffic lights to Caton Avenue. Turn left From Manhattan: Take any train to Grand Central Terminal. onto Caton Avenue, and continue sixteen Change to Brooklyn-bound 4 or 5 trains. Manhattan Bridge: exit onto Flatbush Avenue. blocks to Flatbush Avenue. Turn left onto Follow subway directions from there. Continue approximately three and one-half Flatbush and continue two blocks to Parkside miles to Parkside Avenue. Turn left onto Avenue. Turn right onto Parkside Avenue and Parkside Avenue and travel four blocks to New BY SUBWAY travel four blocks to New York Avenue. Turn During rush hour, take the IRT Flatbush Avenue York Avenue. Turn right at New York Avenue right at New York Avenue and continue one and continue one block to Clarkson Avenue. Line (#2 Seventh Avenue or #5 Lexington block to Clarkson Avenue. Avenue) trains to the Winthrop Street station. Brooklyn Bridge: stay to the left at the end of [Take any IRT Brooklyn-bound train (#2, 3, the bridge, following the ramp to Boerum Place, From Long Island and Airports: Southern Long Island and JFK: West on Belt 4, or 5) to Nevins Street in Brooklyn, chang- which becomes Adams Street. Continue along ing there for a #2 or #5 marked “Flatbush Adams Street to Atlantic Avenue. Turn left Parkway to North Conduit Boulevard exit (Exit 17W). Continue on North Conduit Boulevard Avenue.” Note that the # 5 runs only during onto Atlantic Avenue and continue to Flatbush rush hours.] Exit at Nostrand and Parkside Avenue. Turn right onto Flatbush Avenue and for about 3/4 mile. Fork left onto Linden Boulevard, and take Linden Boulevard to avenues. Cross Nostrand Avenue and walk continue approximately two and one-half miles one block on Parkside Avenue until it ends at to Parkside Avenue. Turn left onto Parkside New York Avenue. Right two blocks on New York Avenue to Clarkson Avenue. New York Avenue. Turn right onto New York Avenue and travel four blocks to New York Avenue. Cross New York Avenue and walk east Avenue. Turn right at New York Avenue and Northern Long Island and LaGuardia: Take on Clarkson Avenue until the entrance at 450 continue one block to Clarkson Avenue. Grand Central Parkway to Jackie Robinson Clarkson Avenue. The Admissions Office is Brooklyn-Battery Tunnel (toll): exit onto Pkwy (formerly Interboro Pkwy). Continue to located at 450 Clarkson Avenue. Pennsylvania Avenue exit. Follow Pennsylvania the Brooklyn-Queens Expressway. Continue Nights and outside of rush hours, take the approximately one mile, staying to the left, to Linden Boulevard, turn right onto Linden. Take Linden Boulevard to New York Avenue. subway to Church Street. Walk three short and exit onto Prospect Expressway. Travel blocks east on Church Avenue to New York three exits to the Fort Hamilton Parkway exit. Right two blocks on New York Avenue to Clarkson Avenue. Avenue, left three blocks to Clarkson Avenue, Continue through two traffic lights to Caton right to 450 Clarkson Avenue. Or transfer Avenue. Turn left onto Caton Avenue, and to an eastbound B-35 bus to the northbound PARKING continue sixteen blocks to Flatbush Avenue. B-44 at Church and New York avenues. Turn left onto Flatbush Avenue and continue Valet Parking is available Mondays through (Downstate students and employees can call two blocks to Parkside Avenue. Turn right onto Fridays from 6:00 a.m. to 6:00 p.m., located in 718-270-2626 to arrange for transportation Parkside Avenue and travel four blocks to New front of the 445 Lenox Road hospital entrance from Church Avenue.) York Avenue. Turn right at New York Avenue at the valet parking booth. The fee is $10.00 and continue one block to Clarkson Avenue. (this service is not available on weekends or holidays). When the valet parking service is not BY BUS available, a limited number of spaces for visitors The B-12 and northbound B-44 buses stop at are available at a nominal cost at the Center’s the corner of Clarkson and New York Avenues. Parking Garage on East 34th Street, between The following lines connect with the B-12 Linden Boulevard and Lenox Road. There are along Clarkson Avenue: B-41, B-44, B- 46, also several private parking lots in the area. and B-49.
2 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS Contents
INTRODUCTION FOR THE FOLLOWING INFORMATION, Administration ...... 4 PLEASE REFER TO THE DOWNSTATE WEBSITE AND THE STUDENT HANDBOOK: SUNY Downstate Medical Center ...... 5 Academic Policies Mission, Vision, and Values ...... 5 Student Conduct The Founding of Downstate Medical Center ...... 6 Student Financial Aid COLLEGE OF HEALTH RELATED PROFESSIONS Support Services for Students Mission and Educational Environment ...... 8 Tuition and Fees Admissions ...... 9 University Resources Academic Programs ...... 16 Facilities for Instruction Diagnostic Medical Imaging ...... 17 Student Life Medical Informatics ...... 21 University Services Midwifery ...... 23 Bookstore Occupational Therapy ...... 29 Bursar’s Office Physical Therapy ...... 33 Chaplain Services Physician Assistant ...... 41 Children’s Center Interdisciplinary Courses ...... 46 Food Services Teaching Facilities ...... 48 Faculty Student Association Clinical Care Facilities ...... 49 Office of Diversity College of Health Related Professions Faculty ...... 54 Parking University Police STATE UNIVERSITY OF NEW YORK Office of the Registrar SUNY Overview ...... 56 Residential Life State University Campuses ...... 57 Office of Student Affairs
EDUCATIONAL RIGHTS AND EDUCATION LAW ...... 58
CONTACTS ...... 59
INDEX ...... 60 See Index for specific page numbers and links.
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 3 State University of New York STATE UNIVERSITY OF NEW SUNY DOWNSTATE YORK ADMINISTRATION SUNY Board of Trustees Christina M. Johnson, PhD Wayne J. Riley, MD,MPH, MBA, MACP SUNY Downstate Campus Council Chancellor President
SUNY Downstate Administration BOARD OF TRUSTEES Keydron Guinn, PhD +&DUO0F&DOO-' Executive Vice President Chair 0HUU\O7LVFK COLLEGE OF MEDICINE Vice Chairman Michael Lucchesi, MD -RVHSK%HOOXFN-' Interim Dean &RXUWQH\%XUNH 0LFKDHO%UDXQ SCHOOL OF GRADUATE STUDIES Student Trustee Mark Stewart, MD, PhD (ULF&RUQJROG-' Dean 5REHUW'XII\ $QJHOR)DWWD3K' SCHOOL OF PUBLIC HEALTH *ZHQ.D\3K' Judie LaRosa, PhD, RN President, Faculty Senate Interim Dean (XQLFH$VKPDQ/HZLQ060($ 6WDQOH\6/LWRZ COLLEGE OF NURSING 5LFKDUG6RFDULGHV-' Lori A. Escallier, PhD, RN, &DUO6SLHOYRJHO CPNP-PC FAAN (GZDUG6SLUR Dean &DU\6WDOOHU-' 1LQD7DPURZVNL COLLEGE OF HEALTH RELATED President, Faculty Council of Community Colleges PROFESSIONS Allen Nelson Lewis, Jr., PhD Dean SUNY COUNCIL Reverend Dr. Kirkpatrick Cohall Chair DIVISION OF ACADEMIC AFFAIRS Michael Connors, Esq. DIVISION OF STUDENT AFFAIRS Hailey Huddelston Pascal James Imperato, MD, Voting Student Member MPH&TM, MACP Samantha Ringstaff Senior Vice President for Academic Nonvoting Student Member Affairs and Mirian Zavala, DNS, RN Chief Academic Officer Constance Shames, MD ex officio Jeffrey S. Putman, EdD Marlene Diethrich Heath Vice President for Academic & Student ex officio Affairs and Chief Student Affairs Officer
4 • SUNY DOWNSTATE MEDICAL CENTER SUNY Downstate Medical Center
SUNY Downstate Medical Center, teaching hospital and the prototype EDUCATIONAL FOCUS formally known as the State University for all subsequent medical centers. In STATEMENT of New York Health Science Center 1931, the school was rechartered as SUNY Downstate’s Colleges of at Brooklyn, is one of four academic the Long Island College of Medicine, Nursing, Medicine, and Health health centers within the 64-unit State with affiliated hospitals throughout Related Professions and its Schools University of New York. Located on Brooklyn. The ‘Downstate’ era began of Graduate Studies and Public an urban campus in the East Flatbush on October 5, 1950, when a merger Health offer students a broad pro- section of Brooklyn, SUNY Downstate contract was signed with the newly fessional education that prepares includes the College of Nursing, College constituted State University of New them for practice or careers in any of Health Related Professions, College of York. The College of Nursing and location and community. This Medicine, School of Graduate Studies, College of Health Related Professions education provides exceptional School of Public Health, and University were founded in 1966 in recognition opportunities for those students Hospital of Brooklyn. of the critical need for multidisciplinary with a commitment to promoting health-care professionals. Downstate is a major provider of medical health in urban communities and education, health care, and research. BS, Today, SUNY Downstate is the focal addressing the complex challenges MS, MPH, MD, DPT, and PhD degrees point of a health education network t of investigating and preventing are granted. hat encompasses a broad network of diseases that confront clinicians, hospitals, clinics, and community educators, and researchers in such The oldest and largest component of centers. In 1998, one of its researchers, an environment. the campus is the College of Medicine, Dr. Robert F. Furchgott, received the founded in 1860 as the Long Island This special aspect of Downstate’s Nobel Prize in Medicine. College Hospital, this country’s first unique mission is reflected in the students it attracts and selects, the vast majority of whom are drawn from the New York City metropol- SUNY DOWNSTATE MISSION, VISION, AND VALUES itan area. Many of these students STATEMENT are members of minority and cul- MISSION: tural groups underrepresented in • To provide outstanding education of physicians, scientists, nurses and other the health professions, and/or come healthcare professionals. from families of first-generation • To advance knowledge through cutting edge research and translate it into practice. immigrants or from economically • To care for and improve the lives of our globally diverse communities. disadvantaged backgrounds. • To foster an environment that embraces cultural diversity. The differences in the background and outlook that students bring VISION: with them can enhance the quality SUNY Downstate will be nationally recognized for improving people’s lives by providing excellent education for healthcare professionals, advancing research in bio- of the educational experience of all medical students at SUNY Downstate. The science, health care and public health, and delivering the highest quality, patient-cen- belief that diversity adds an essen- tered care. tial ingredient to the educational process is one of Downstate’s VALUES: primary tenets. Many factors, such PRIDE — To take satisfaction in the work we do every day, and to value our collective contributions to the Downstate community. as race, ethnic or cultural back- ground, academic achievement, Professionalism — We commit to the highest standards of ethical behavior and geographic location, diversity of exemplary performance in education, research, and patient care. experiences, leadership roles, and Respect — We value the contributions, ideas and opinions of our students, socioeconomic background, are coworkers, colleagues, patients and partnering organizations. taken into consideration in the Innovation — We research and develop new and creative approaches and services admissions process. A diverse for the anticipated changes in healthcare. healthcare workforce will be better Diversity — We embrace our rich diversity and commit to an inclusive and equipped to provide culturally nurturing environment. competent care to an increasingly Excellence — We commit to providing the highest quality of education and service diverse population. to our students, patients and community by holding ourselves, our coworkers and our leaders to high standards of performance.
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 5 The Founding of Downstate Medical Center
SUNY Downstate Medical Center Almost immediately after the charter major changes were introduced into had its beginnings as a small charitable was signed, the Perry Mansion, located the teaching curriculum. Daily class medical service set up in 1856 by a in Brooklyn Heights, was purchased examinations were instituted to ensure group of German physicians. This free to house the new medical complex. more exact knowledge, especially in the dispensary, organized to treat indigent The official inauguration of the Long demonstrative and elementary branches. German-Americans living in Brooklyn, Island College Hospital took place Another change, made in 1872, was the was staffed by five physicians. The orig- June 3. Financial difficulties beset the establishment of a reading and recita- inal intention was to build a large hos- new institution almost immediate- tion term that began early in October pital to care for the German population ly, slowing down efforts to open the and extended to the beginning of the of Brooklyn. But changing population medical school. The hospital itself was regular term in March. This term trends, which brought a largely Irish forced to close in late September 1859. included dissection and clinical instruc- patient load to the dispensary, necessi- Meanwhile, several outstanding physi- tion as well as reading and quizzes. tated a revision of this plan. cians were secured to fill the professor- By 1879, the faculty of the Long Island ships at the college, and on March 29, In 1857, physicians from the German College Hospital concluded that the 1860, the institution reopened, follow- General Dispensary, then located on system of teaching medicine in the ing financial arrangements underwriting Court Street, resolved to organize United States was radically wrong. the expense of the collegiate department a charitable institution in the City They debated the possibility of insti- and settling various liens. of Brooklyn, to be called St. John’s tuting a compulsory, full-graded, three- Hospital. From November 7 until The following day, the instruction year course of instruction, but aban- December 23 of that year, the dispen- of students began. The first teaching doned the idea because of their fears sary was called The St. John’s Hospital; faculty was a distinguished one. Most that such a plan would result in the on December 23, the name of the hos- eminent of all was Dr. Austin Flint, loss of many students, when the college pital was changed to The Long Island Sr., professor of practical medicine and was entirely dependent for its existence Hospital and Medical College. It was pathology, who had been a professor of on students’ fees. Certain changes were on this date that a medical college with medicine at Rush Medical College in made, however, to improve the curric- a hospital was first projected. Chicago. ulum. The regular term was lengthened from sixteen weeks to five months, but Dr. Louis Bauer and Dr. John Bryne, A medical student’s training in 1860 the four-month reading and recitation the prime movers in the establishment consisted of his three-year preceptor- term remained optional. Thus, a total of the medical college, were trained ship under the direction of a practicing of eighteen months’ instruction was in Europe, where it was customary physician and attendance at two courses available to any student electing two for medical schools to be associated of lectures of at least sixteen weeks regular and two reading and recitation with hospitals. The two physicians each. The lectures that were given one terms. naturally wanted to adopt this system year were repeated the next, sometimes to prepare the future physicians of verbatim, so many students took their Between 1888 and 1897, the Long Brooklyn. A bill to incorporate the first course of lectures at one school and Island College Hospital grew rapidly. Long Island College Hospital of the their second at another. The first class The Hoagland Laboratory building, City of Brooklyn was introduced in the had 57 students, as well as a number built primarily for research in bacteriol- State Legislature on January 20, 1858, of graduates of other institutions. The ogy, was constructed. At its opening, it and passed on March 6. The hospital’s first commencement took place July 24, was considered one of the best-equipped charter empowered 25 regents to oper- 1860, with 21 students buildings for research and medical train- ate a hospital and to confer degrees on graduating. ing in the country. In December 1897, candidates 21 years of age or older, who the Polhemus Memorial Clinic Building In 1861, in anticipation of the medical had passed three years of preceptorship was completed. The new building, needs of the Civil War, the curriculum under a practicing physician and com- eight stories high, was erected on the included a one-month course on mil- pleted two courses of lectures at the southwest corner of Henry and Amity itary surgery, dissection, and clinical hospital. streets. instruction on the wards. By 1869,
6 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS By this time, New York State law tal. The college became the Long Island and the State Board of Regents, the required that a student take three cours- College of Medicine. State Legislature in 1950 passed a bill es of lectures in three different years. legalizing the merger of the Long Island Other changes occurring during the The system of having a regular term of College of Medicine and the State 1930s included the construction of the five months and an optional reading University to form Downstate Medical Polak Memorial Laboratory, housing term was retained. The entering class Center. laboratories in bacteriology, histology, of 1897-1898 began the first four-year physiology, pathology, gynecology, and The establishment in 1966 of the graded course of instruction. The read- surgery. In 1935, 500 beds at Kings School of Graduate Studies, the College ing term was abolished, and the school County Hospital were set aside in a col- of Health Related Professions, and year lasted seven months. In 1897, lege division for the clinical instruction the College of Nursing; the construc- the student fees were raised to $185 of students. tion of the Basic Sciences Building in and $190. In the period from 1889 to 1956; student residence halls in 1965; 1909, the average number of students In the 1940s, full-time chiefs were State University Hospital in 1966; the in the school was 310, and the average appointed in all the clinical depart- Student Center in 1967; the nurses’ res- number in the graduating class was 62. ments, training in psychiatry was idence in 1968; and the Health Science offered within a separate department, During the years immediately before Education Building in 1992 completed and Maimonides Hospital and the and after World War I, many addi- the transition of the medical school as it Veterans Administration Hospital in tional changes occurred at Long Island is now known from its early days as the Fort Hamilton became affiliates, along College Hospital. Admission was German General Dispensary on Court with a number of other local hospitals. opened to women; postgraduate Street. In 1946, the third-year curriculum was teaching was instituted; a new wing changed so that nearly two-thirds of the increased the number of beds to 500; work consisted of clinical clerkships. and affiliations were established with Excerpted with permission from the other Brooklyn hospitals. In 1945, the college purchased a six- New York State Journal of Medicine, and-a-half-acre tract of land that even- July 1976. It was reprinted in In 1930, the college and hospital were tually became the site of Downstate Alumni Today, Spring 1996, separated from one another so that Medical Center. After approval by a with the permission of the Medical Society each would be under its own govern- faculty committee and the board of of the State of New York. ing board. The college was conducting trustees of the Long Island College of much of its clinical teaching in other Medicine, the board of managers of hospitals throughout the borough, and the Alumni Association, the trustees it seemed preferable that it not be gov- of the State University of New York, erned by the board of only one hospi-
The year 2010 marked the 150th anniversary of SUNY Downstate Medical Center’s emergence as a leader in American medicine education. Since 1860, when the first class graduated from what was then the Long Island College Hospital Collegiate Division, both Downstate and the practice of medicine and healthcare have changed dramatically. Today, SUNY Downstate is a major medical university with five professional schools, a teaching hospital, and a center for biotechnology development that is the first of its kind in Brooklyn. We are proud of our history of achievement and look forward to an even brighter future. In 2016, the College of Health Related Professions, the College of Nursing, the School of Graduate Studies, and University Hospital of Brooklyn will celebrate the 50th anniversary of their founding.
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 7 Mission and Educational Environment
The College of Health Related MISSION EDUCATIONAL Professions (CHRP), established The mission of the College of Health ENVIRONMENT in 1966, serves as an engine of Related Professions is to educate health The College’s highly qualified and educational opportunity for diverse professionals in the delivery of excel- dedicated faculty is committed to students from Brooklyn, New York lent health-care service by developing helping students realize their highest City and the tri-state area, provid- their scientific competence and foster- potential. It provides students with ing education in Diagnostic Medical ing their humane spirit. The College personal attention and guidance as Imaging (BS), Medical Informatics seeks to accomplish this by providing a they acquire the principles of their (MS), Midwifery (MS and Advanced challenging and supportive atmosphere profession and develop proficiency in Certificate), Occupational Therapy for learning that offers opportunities its essential skills. Themselves com- (MS), Physician Assistant (BS), and for structured experiences as well as mitted to scholarship, research, and Physical Therapy (BS/DPT). Students independent inquiry. Faculty con- ongoing professional education, faculty who hold an RN also have the option tribute to knowledge in allied health members serve as excellent role models to obtain a master’s degree in Nursing through advancements in clinical prac- for students. with a specialization in Midwifery. tice, scholarly activities, and basic and As part of a large, academic health applied research. Each undergraduate educational science center, students in the College program requires that students Collaboration is emphasized among of Health Related Professions have the complete at least two years of students, faculty, clinicians, and pro- opportunity to exchange ideas with undergraduate course work prior to fessionals in health care and related professionals in every area of health enrollment in CHRP. disciplines. Students are prepared for care through participation in interdis- professional leadership roles through ciplinary conferences, seminars, and course work and professional and presentations. They have the use of campus activities. The College fos- one of the most prestigious medical ters ongoing professional growth by libraries in the country and enjoy the sponsoring continuing education benefits of close ties among each of opportunities in several disciplines. the professional colleges, the research The College strives to serve the urban center, and University Hospital of community in which it is located by Brooklyn. Students are encouraged to providing health services and educa- become active and lifelong participants tion to the population. in the SUNY Downstate community. The College, which has graduated close to 5,000 health professionals to date, has a nationwide reputation for its education of first-rate health-care professionals. Many of the College’s graduates hold academic appointments and department directorships in their specialties throughout the United States. Some are employed in key positions at the hospitals affiliated with SUNY Downstate, and make ongo- ing contributions as teachers of their alma mater’s current students. The high regard in which graduates of the College of Health Related Professions are held is evidenced by the strong recruiting efforts made by the many health-care organizations that seek to employ them.
8 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS Admissions
Requirements for admission and prereq- ADMISSIONS CRITERIA MEDICAL INFORMATICS uisites for each educational program can Listed below are the specific admissions PROGRAM be found within this section. criteria for each CHRP program. 1. A baccalaureate degree in any discipline from a college or university accredited Since admissions requirements, proce- DIAGNOSTIC MEDICAL IMAGING by a regional accrediting organization dures, and policies are subject to change, PROGRAM recognized by the Council for Higher it is important to check for any new 1. A minimum of 60 semester credits Education Accreditation (CHEA), such as requirements and application materials at from a college or university accredited the Middle States Association of Colleges http://sls.downstate.edu/admissions/chrp/ by a regional accrediting organization and Schools, New England Association index.html. recognized by the Council for Higher of Schools and Colleges, North Central Education Accreditation (CHEA) such as Association, Northwest Commission the Middle States Association of Colleges on Colleges and Universities, Southern OPEN HOUSE AND CAMPUS and Schools, New England Association Association of Colleges and Schools, and INFORMATION SESSIONS of Schools and Colleges, North Central the Western Association of Schools and Each fall, the College of Health Related Association, Northwest Commission Colleges. Professions sponsors an Open House for on Colleges and Universities, Southern 2. A minimum, cumulative undergraduate prospective applicants. During the Open Association of Colleges and Schools, and Grade Point Average (GPA) of 3.0 on a House, participants obtain general infor- the Western Association of Schools and 4.0 scale. mation about each professional program Colleges. 3. Basic computer programming and of study offered in the college as well as 2. A minimum undergraduate cumulative statistics courses are highly recommended general information about the campus Grade Point Average (GPA) of 3.0 on a but not required for admissions. and student services. The Open House 4.0 scale is designed to help potential applicants 3. A minimum of 20 hours of patient MIDWIFERY PROGRAM learn more about the campus and the related clinical healthcare experience in a The Midwifery Program offers three health professions programs offered. medical setting is required. This may be options for prospective students: for those paid or volunteer work hours, but must The College also offers frequent, small- with backgrounds other than nursing involve patient contact. In addition, this (direct entry), for those who are registered group Information Sessions, designed to experience must have been completed nurses, and for those who are midwives. provide the following services: (1) spe- within the last five (5) years. cific information about the educational 4. The DMI program accepts online OPTIONS FOR APPLICANTS WITH programs offered; (2) an opportunity courses for prerequisites, but we prefer a BACKGROUNDS OTHER THAN to meet the faculty; and (3) advisement college laboratory setting (wet lab) for NURSING (DIRECT ENTRY) about prerequisite course requirements science courses that require labs. Advanced Certificate, Midwifery and admissions criteria. Students who 5. A grade of “C” or better in the 1. A master’s degree in a related field (as wish to receive course advisement at the following prerequisite courses: determined by the Midwifery faculty) Information Sessions are encouraged to SUBJECT CREDITS from a college or university accredited bring unofficial copies of their college Anatomy & Physiology 1 by a regional accrediting organization transcripts and the program advisement with lab and recognized by the Council for Higher worksheet for their program of interest. Anatomy & Physiology 2 with lab* 8 Education Accreditation (CHEA), such as the Middle States Association of Colleges Program advisement worksheets can be General Chemistry 1 with lab* 4 downloaded from http://sls.downstate. and Schools, New England Association edu/admissions/info_sessions/worksheets. General Physics 1 with lab* 4 of Schools and Colleges, North Central html. Mathematics Association, Northwest Commission (not Remedial Math or Statistics) 3 on Colleges and Universities, Southern To register for an Information Session, Psychology 3 Association of Colleges and Schools, and students may submit the required infor- the Western Association of Schools and mation online at. http://sls.downstate. English 6 Colleges. edu/admissions/info_sessions or send * All science courses must have labs 2. A minimum cumulative Grade Point an e-mail message to admissions @ CPR certification is required by August Average (GPA) of 3.0 on a 4.0 scale. downstate.edu. Potential applicants must 15, if you are accepted for admission. 3. A grade of “C” or better in the follow- include their name, the name of the ing prerequisite courses: program of interest, and the date of the Information Session they plan to attend.
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 9 SUBJECT States Association of Colleges and Schools, Accreditation (CHEA), such as the Middle Anatomy & Physiology New England Association of Schools States Association of Colleges and Schools, with labs 2 semesters and Colleges, North Central Association, New England Association of Schools General Biology 1 course Northwest Commission on Colleges and and Colleges, North Central Association, Universities, Southern Association of Northwest Commission on Colleges and Microbiology 1 course Colleges and Schools, and the Western Universities, Southern Association of General Chemistry 1 course Association of Schools and Colleges. Colleges and Schools, and the Western Pathophysiology 1 course 2. A grade of “C” or better in a statistics Association of Schools and Colleges. Nutrition 1 course course. 2. Graduate of an accredited Midwifery Sociology 1 course 3. A minimum cumulative Grade Point Program (certification as a CNM or CM). General Psychology 1 course Average (GPA) of 3.0 on a 4.0 scale. 3. A minimum cumulative Grade Point Average (GPA) of 3.0 on a 4.0 scale. Life Span* or Master of Science, Midwifery Developmental Psychology 1 course 1. A baccalaureate degree in any discipline Statistics 1 course from a college or university accredited by OCCUPATIONAL THERAPY *More than one course may be required to a regional accrediting organization recog- PROGRAM nized by the Council for Higher Education fulfill this requirement. 1. A baccalaureate degree in any discipline Accreditation (CHEA), such as the Middle from a college or university accredited by States Association of Colleges and Schools, Master of Science, Midwifery a regional accrediting organization recog- New England Association of Schools 1. A baccalaureate degree in any discipline nized by the Council for Higher Education and Colleges, North Central Association, Accreditation (CHEA), such as the Middle from a college or university accredited by Northwest Commission on Colleges and States Association of Colleges and Schools, a regional accrediting organization recog- Universities, Southern Association of New England Association of Schools nized by the Council for Higher Education Colleges and Schools, and the Western and Colleges, North Central Association, Accreditation (CHEA), such as the Middle Association of Schools and Colleges.. States Association of Colleges and Schools, Northwest Commission on Colleges and 2. A grade of “C” or better in a statistics Universities, Southern Association of New England Association of Schools course. and Colleges, North Central Association, Colleges and Schools, and the Western 3. A minimum cumulative Grade Point Association of Schools and Colleges. Northwest Commission on Colleges and Average (GPA) of 3.0 on a 4.0 scale. Universities, Southern Association of 2. A letter grade of “C” or better in the Colleges and Schools, and the Western Advanced Certificate in following prerequisite courses: Midwifery & Master of Science, Association of Schools and Colleges. SUBJECT CREDITS Nurse Midwifery 2. A minimum cumulative Grade Point Anatomy & Physiology 1 Average (GPA) of 3.0 on a 4.0 scale. 1. A baccalaureate degree in nursing from with lab and a college or university accredited by a 3. A grade of “C” or better in the follow- Anatomy & Physiology 2 with lab 8 regional accrediting organization recog- ing prerequisite courses: nized by the Council for Higher Education General Biology 1 with lab 4 SUBJECT Accreditation (CHEA), such as the Middle General Chemistry 1 with lab or Anatomy & Physiology States Association of Colleges and Schools, Physiological Psychology or with labs 2 semesters New England Association of Schools Behavioral Neuroscience 3–4 General Biology 1 course and Colleges, North Central Association, Northwest Commission on Colleges and Statistics 3 Microbiology 1 course Universities, Southern Association of Sociology or General Chemistry 1 course Colleges and Schools, and the Western Pathophysiology 1 course Association of Schools and Colleges. Anthropology 3 Nutrition 1 course 2. A valid, current registered nurse license. General Psychology 3 Sociology 1 course 3. A minimum cumulative Grade Point Abnormal Psychology 3 Average (GPA) of 3.0 on a 4.0 scale. General Psychology 1 course Developmental/Life Span Psychology (from Birth to Aging)* Life Span* or Additionally, for information on the col- OR Developmental Psychology 1 course laborative program which offers both an Advanced Certificate in Midwifery from Child Psychology and Statistics 1 course the College of Health Related Professions Adult Development *More than one course may be required to and a Master of Science in Nurse OR fulfill this requirement. Midwifery from the College of Nursing, Child Psychology and go to http://sls.downstate.edu/admissions/ Psychology of Aging 3–6 OPTIONS FOR REGISTERED nursing/nurse_midwifery/index.html * More than one course may be required NURSES to fulfill this requirement. OPTIONS FOR MIDWIVES Advanced Certificate, Midwifery 3. Admissions preference will be given to 1. A master’s degree in a related field (as Master of Science Completion, applicants who have volunteer experience determined by the Midwifery faculty) Midwifery in a clinical setting related to Occupational from a college or university accredited by 1. A baccalaureate degree in any discipline Therapy. No specific number of hours is a regional accrediting organization recog- from a college or university accredited by mandatory, but knowledge of the profes- nized by the Council for Higher Education a regional accrediting organization recog- sion is required. Accreditation (CHEA), such as the Middle nized by the Council for Higher Education
10 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS 4. Admissions preference will be given to 5. Two letters of recommendation, Recommended Additional Courses applicants who have engaged in interactive including at least one from a clinician Competitive applicants have completed classroom and extracurricular activities (e.g., physician assistant, MD, or nurse more than two of the following recom- during their undergraduate college expe- practitioner). There is no added benefit to mended courses: rience. sending more than two letters. • Organic Chemistry 5. Online courses are accepted for prereq- 6. Online courses are accepted for prereq- • Genetics uisites, but we prefer a college laboratory uisites, but we prefer a college laboratory • Biochemistry setting (wet lab) for science courses that setting (wet lab) for science courses that • Embryology require labs. require labs. • Histology 7. A grade of “C+” is the acceptable mini- • Pathophysiology mum in the following prerequisite courses. • Pharmacology PHYSICIAN ASSISTANT Competitive applicants are those who have PROGRAM earned a “B+” or higher grade in their pre- • Other upper-division biology courses at the 300–400 level 1. A minimum of 60 semester credits requisite science courses: • Statistics from a college or university accredited SUBJECT CREDITS by a regional accrediting organization Anatomy & Physiology 1 recognized by the Council for Higher with labs and PHYSICAL THERAPY PROGRAM Education Accreditation (CHEA), such as Anatomy & Physiology 2 with labs 8 the Middle States Association of Colleges 1. A minimum of 80 semester credits and Schools, New England Association General Biology 1 with labs and from a college or university accredited of Schools and Colleges, North Central General Biology 2 with labs 8 by a regional accrediting organization Association, Northwest Commission recognized by the Council for Higher General Chemistry 1 with labs and Education Accreditation (CHEA), such as on Colleges and Universities, Southern General Chemistry 2 with labs 8 Association of Colleges and Schools, and the Middle States Association of Colleges the Western Association of Schools and Microbiology and Schools, New England Association Colleges. (not Bacteriology) with labs 3 of Schools and Colleges, North Central Mathematics (not Statistics) 3 Association, Northwest Commission 2. A minimum, cumulative Grade Point on Colleges and Universities, Southern General Psychology 3 Average (GPA) of 2.95 on a 4.0 scale. Association of Colleges and Schools, and 3. A minimum of 225 hours of health-re- Abnormal Psychology or the Western Association of Schools and lated experience. This work experience Life Span Psychology * 3 Colleges. can be as a nurse, nurse’s aide, corpsman, English 6 2. At least 9 semester credits must be com- medical laboratory technologist, respira- Humanities or pleted at a 4-year college at the junior or tory therapist, emergency medical techni- Social Science courses ** 6 senior level.*** cian, counselor in health-care setting or direct patient care experience obtained as One upper-division 3. A minimum, cumulative undergraduate a result of clinical training in the health science course *** 3–4 Grade Point Average (GPA) of 3.0 on a professions. Volunteer direct patient care Please note: All prerequisite science cours- 4.0 scale. experiences and shadowing may also be es should have been completed within the 4. Graduate Records Examination used towards meeting this requirement. past eight years of the expected date of (General G.R.E.) score report. (Use However, non-clinical experiences com- entry into the program. Any exceptions Institutional Code 2534.) pleted in a hospital setting, such as candy will be reviewed on a case-by-case basis by 5. A minimum of 50 hours of clinical stripers or any other such experiences, the Physician Assistant Program faculty experience in a physical therapy setting. At cannot be applied towards meeting this * More than one course may be required least 25 hours of the volunteer/paid work requirement. to fulfill this requirement in physical therapy must be in a Physical 4. A minimum of 150 hours non-clinical ** Preferably writing intensive courses. Therapy Department in an in-patient volunteer work (i.e., community service). Applicants may be required to submit a setting. Acceptable experiences must be socially course description. 6. Two letters of recommendation: one responsive and lean highly towards meet- *** Upper-division science courses from a college science professor, the other ing human needs. Please visit these and are generally physical/life science cours- from a physical therapist. other applicable sites to complete your es numbered 300 level or higher. They 7. Online courses are accepted for prereq- volunteer/community service hours, if require prerequisite course work or are uisites, but we prefer a college laboratory needed: designated as such by the institution. setting (wet lab) for science courses that New York Cares (www.newyorkcares.org) They are generally completed at 4-year require labs. VolunteerNYC.org (www.volunteernyc. colleges/universities (at a junior or senior org) level). Applicants will need to consult NYC.gov-Volunteer Opportunities with the Registrar’s Office at their home (www1.nyc.gov.nyc-resources/categories/ institution to be sure the course is at an social-services.page) upper-division level. Applicants may be required to submit proof of the upper- VolunteerMatch.org (www.volunteer- division status of the course. match.org/)
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 11 8. A letter grade of “C” or better in each Application questions may be forward- • Diagnostic Medical Imaging of the following prerequisite courses: ed by e-mail to: admissions@downstate. • Medical Informatics edu. SUBJECT CREDITS • Midwifery Anatomy & Physiology 1 Specific questions regarding admissions with labs or • Advanced Certificate in Midwifery/ requirements or course equivalencies Master’s in Nurse-Midwifery Anatomy & Physiology 2 with labs* 4 may be sent to the program office. Anatomy & Physiology 2 Since the admission process relies on • Occupational Therapy with labs** or e-mail as the primary means of commu- • Physician Assistant General Biology 1 nication with applicants, it is essential with labs or • Physical Therapy General Biology 2 with labs 4 for all applicants to provide a valid We recommend that you have volun- e-mail account on the application form General Chemistry 1 with labs and teer or observational experience in a set- General Chemistry 2 with labs 8 as well as timely updates as necessary. ting appropriate to your career choice, General Physics 1 with labs and preferably before you apply. In some General Physics 2 with labs 8 GENERAL ADMISSIONS programs, direct patient care or specific General Psychology 3 POLICIES AND INFORMATION health-care experience is required for admission. Psychology Elective 3 The Admissions Committee considers Statistics 3 the individual qualifications of each Educational programs at SUNY English 3 applicant. Decisions regarding admis- Downstate Medical Center are open Three (3), Upper Division sion are based on a number of factors, to all qualified prospective students (junior/senior) courses *** 9 including, but not limited to, the fol- regardless of race, religion, sex, color, Please note: A minimum grade of “B” lowing: creed, age, national origin, disability, is preferred in all science prerequisite • prior academic performance; sexual orientation, marital status, or status as a disabled veteran or veteran of courses. Only science courses designed for • completion of prerequisite courses the Vietnam era. Admissions preference science majors are acceptable. All required and the grades received in those sciences must be less than 10 years old for is given to New York State residents. all applicants. courses; Official transcripts from all U.S. col- * You must complete at least 1 semester • results of standardized tests, when required; leges/universities you have attended of Anatomy & Physiology must be submitted in your application ** The same Anatomy & Physiology • letters of recommendation, commu- package, regardless of how long ago you course can only be counted once, either nication skills, and motivation to attended and whether or not courses above or here pursue the profession; and from those colleges/universities are *** These courses must all be from the • volunteer or observational experience being used for prerequisite courses. same area of study or the same discipline in the career field. Please indicate on the application any (e.g., nine upper-division credits in biology or history). Entrance requirements vary by individ- courses in progress, or the processing of ual program. Competitive applicants your application will be delayed. have completed all prerequisite courses We only accept credits from the at the time of application. All prereq- ADMISSIONS PROCEDURES Council of Higher Education (CHEA) uisites must be completed with a grade regional accrediting organizations such Applicants are reminded to read of “C” or better (a grade of “C minus” as Middle States Association of Colleges the SUNY Downstate Application is not acceptable). In some programs, and Schools, New England Association Instructions before applying online to higher grades may be required to be of Schools and Colleges, North Central their program of interest. competitive for admission. Association, Northwest Commission A self-administered application pack- Prerequisite science courses taken more on Colleges and Universities, Southern age is required for admission to all than 10 years ago may be accepted Association of Colleges and Schools, programs. A complete application at the discretion of the Admissions and Western Association of Schools and includes all of the items listed on the Committee. Colleges. Application Cover Sheet. The entire Once completed applications are application must be submitted in one reviewed, the Admissions Committee envelope at one time, and it should will notify applicants by letter, email, or include the web application summa- telephone about a personal interview. ry, application fee, cover sheet, sealed Please do not telephone the Admissions transcripts, sealed letters of recommen- Office to inquire about your status, as dation, and any other documents men- this will only delay processing. tioned on the Application Cover Sheet. The following programs require Applicants are reminded to adhere to a personal interview as part of the the admission deadlines. application process:
12 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS STUDIES COMPLETED NOTE: Applicants to programs in the Please note: Your application is not OUTSIDE OF THE UNITED College of Health Related Professions considered complete without the STATES are limited to a maximum of 12 credit required standardized test score(s). Applicants who have completed all or hours of prerequisite coursework credit part of their post-secondary, college/ by exam. NOTIFICATION OF university education in a country other Credit by exam cannot be used for ADMISSION STATUS than the United States are required prerequisite courses that require a Notification of admissions decisions is to have a course-by-course, detailed laboratory component. educational credential evaluation. The made in writing. We cannot commu- evaluation must be completed by a nicate an admissions decision over the member of the National Association HEALTH-CARE EXPERIENCE telephone. Once you are sent notifica- tion that your application has been sent of Credential Evaluation Services All applicants are urged to seek pro- to the Admissions Committee, please (NACES). For a list of approved fessional observational or volunteer be patient and wait for written notifica- evaluation agencies, please review the experience in an appropriate setting tion of your admissions status. NACES website at www.naces.org. prior to applying for admission. In If your courses taken outside the U.S. most programs, it is assumed that you Applicants to programs starting in June have already been evaluated by an will have made at least one visit to a must submit their completed applica- accredited U.S. college or university, health-care facility or other appropriate tions by mid-November to receive full and the courses are listed on the college health-related organization and have consideration. Early applications are transcript individually with credit hours familiarity with your chosen career field encouraged. Late applications will be and grades, you may submit the tran- at the time of your application. Please reviewed on a space-available basis. review admissions requirements for spe- script without a separate credential eval- In general, programs with a June entry cific health-care experience as listed by uation. However, if you are using any date will reach their final admissions each program. of the credits toward prerequisite cours- decisions by mid-May, although admis- es for admission, you must still submit sions decisions may be reached earlier. a complete course-by-course evaluation REQUIRED EXAMINATIONS Applicants to programs starting in the from a NACES member agency, even Graduate Record Examination (GRE) fall should submit their completed if the courses are listed on a transcript is only required for Physical Therapy applications by March 1 to receive from a U.S. college or university. applicants. For information about the full consideration. Early application is exam, contact: encouraged. Late applications will be reviewed on a space-available basis. CREDIT BY EXAMINATION GRE PROGRAMS Box 6000 In general, programs with a fall entry If you are fulfilling admissions require- Princeton, NJ 08541 date reach their final admissions deci- ments through the College-Level www.gre.org sions by August 1, although admissions Examination Program (CLEP) exam- (609) 771-7670 decisions may be reached earlier. ination, Regents College examinations, Applications are reviewed on a modi- or Excelsior College examinations, Use the SUNY Downstate Institutional Code: 0619 fied rolling admissions basis. For spe- you must have an official copy of cific information regarding application your score report forwarded by the Test of English as a Foreign Language processing fees and admissions deposits, testing agency directly to the Office of (TOEFL) is required for all applicants go to: http://sls.downstate.edu/admis- Admissions (SUNY Downstate Medical for whom English is a second language sions/chrp/ProcessingFee.html Center, 450 Clarkson Avenue, Box 60, and who have not completed at least Brooklyn, New York 11203), unless one year of full-time study in a region- Admissions decisions are final and may these credits already appear on the official ally accredited college or university in not be appealed. transcripts of an accredited U.S. college or the United States (at least 24 semes- Applicants who are not accepted for university. ter credits, including two courses in admission may reapply with enhanced The College Board (CLEP) English composition). credentials. You may register on-line (609) 771-7865 TOEFL to attend an Information Session and www.collegebound.com/clep Box 6151 receive re-applicant advisement. Dantes Subject Standardized Tests Princeton, NJ 08541 (877) 471-9860 (609) 771-7100 www.getcollegecredit.com www.toefl.org Excelsior College Use the Downstate Institutional (888) 647-2388 Code: 2534 www.excelsior.edu/exams
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 13 CERTIFICATION/LICENSURE INTERNATIONAL APPLICANTS Program of Study Transfer DOCUMENTATION Our entering classes are small and Credit admissions priority is given to U.S. cit- This type of transfer credit is consid- Midwifery: ered on an individual basis for select a. Registered nurse applicants: RN license izens and permanent residents, who are New York State residents. Applicants to programs. (Note: The Physician to practice as a professional nurse in Assistant Program does not grant any of the 50 states. highly competitive programs may have difficulty being accepted due to the Program of Study transfer credit.) b. Master of Science Completion Program large number of qualified applicants. The credits are applied to your program applicants: by the American College of study at SUNY Downstate. of Nurse-Midwives (ACNM) International students may apply but must document their ability to finance Transfer credit may be offered Certification Council or its successor whenever: 1) the nature, content, since 2008, the American Midwifery their education as part of the admis- sions process (see Department of State and level of the course are compara- Certification Board (AMCB). You ble to the course offered by SUNY must submit photocopies of your cer- requirements for an F-1 visa). Federal financial aid or private grants for inter- Downstate; 2) the credit earned is tification and bachelor’s degree (or its appropriate and applicable to the pro- equivalent); national students are not available. All international applicants must document grams offered by SUNY Downstate; or their ability to finance their entire educa- and 3) a minimum letter grade of Evidence of alternative eligibility to tion (total length of the program) as part “C” or better has been earned in an practice (such as New York State of the admissions process. Student bud- undergraduate course; a grade of “B” or licensure). gets are posted on the SUNY Downstate better is needed for a graduate course. Financial Aid website.The costs of atten- Students should initiate a request for Program of Study transfer credit PART-TIME STUDY dance will be based on a 12-month bud- get for an out-of-state student, including through their faculty advisor/program Part-time study is available in the tuition, fees, educational, and living office during the first semester after following programs: expenses. matriculation in their program. • Medical Informatics The Occupational Therapy program • Midwifery may award graduate transfer credits for TRANSFER CREDIT • Occupational Therapy courses comparable to those offered (after first semester) There are two types of transfer cred- by the college. When necessary to it: transfer credit to meet admission meet the content requirements of the requirements, and Program of Study Accreditation Council for Occupational SECOND DEGREE transfer credit. Therapy Education, students will be APPLICANTS Transfer Credit to Meet required to complete specified course If you already hold a bachelor’s, Admission Requirements components or assignments before master’s, or doctoral degree, you must Courses taken in the United States transfer credit is awarded. still fulfill the same admission require- must be from a college or university ments, including prerequisite courses, Certified nurse-midwives and certi- accredited by a Council for Higher fied midwives who graduated from and follow the same procedures as other Education Accreditation (CHEA) applicants. a midwifery program accredited by regional organization, such as the the Accreditation Commission for Middle States Association of Colleges Midwifery Education (ACME) apply- EDUCATIONAL OPPORTUNITY and Schools, New England Association ing to a master’s degree should meet PROGRAM (EOP) of Schools and Colleges, North Central all the admissions requirements for If you were previously enrolled in Association, Northwest Commission the master’s degree program. The a SUNY EOP, a CUNY SEEK, or on Colleges and Universities, Southern Midwifery program faculty will evaluate College Discovery program, or an Association of Colleges and Schools, the number of transfer credits the HEOP at an independent college or and the Western Association of Schools applicant is eligible to receive. university in New York State, you may and Colleges. All courses must be pre- sented on original official transcripts For more information on Program of be eligible to continue in this program. Study transfer credit, please speak to a If you believe you meet this criterion, from the educational institution where the courses were completed. For courses representative of the program to which go to: http://sls.downstate.edu/finan- you are seeking admission. cial_aid/documents/eopform.pdf taken at institutions outside the United States, a course-by-course, detailed Complete the required form, which is educational credential evaluation must independent of the application process be submitted from a NACES-affiliated (and does not have to be included in agency. your self-administered application).
14 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS APPLICATION DEADLINES AND TIMELINES Programs starting in June your spring registration and fall transcripts to the Office of The deadline for submitting a completed application for Admissions by January 15th. This will give us the most up-to- the Occupational Therapy, Physician Assistant and Physical date information about your academic background. Therapy programs is mid-November. The specific deadline is posted on the Admissions page on the Downstate website. An Programs starting in August early submission of application is encouraged. Applications The Diagnostic Medical Imaging, Medical Informatics, and received after the deadline will be considered on a space-avail- Midwifery programs begin in August of the academic year. able basis. Prepare your application package in advance, and Early March: Deadline for Diagnostic Medical Imaging mail it to insure receipt by the posted deadline. Mid-April: Deadline for Medical Informatics a. If you are currently enrolled in college or taking prerequisite courses, download a photocopy of your fall semester course Mid-April: Deadline for Midwifery registration and most recent grade report (the one you receive Early submission of application is highly recommended. in the mail or printout from your college’s student information If you are currently enrolled in college or taking prerequisite system) in your application. Also download a printout or pho- courses, include a photocopy of your fall semester course tocopy of your spring semester course registration. This infor- registration and most recent grade report (the one you mation will give us the most up-to-date information about receive in the mail or printout from your college’s student your academic background. information system) in your application package. Also b. If you will be taking prerequisite courses for admission enclose a print-out or photocopy of your spring semester during the fall and spring semesters in the year of application, course registration. This information will give us the most include a photocopy of your course registration confirma- up-to-date information. tion form, if available. If it is not available, please forward
RE-APPLICANTS TO DEGREE The following programs offer deferral: College of Health Related PROGRAMS Medical Informatics and Midwifery. Professions – Program E-Mail Within one year of the initial applica- Addresses tion, reapplicants must submit the sup- Diagnostic Medical Imaging: ALTERNATE LIST plemental application and fee, one new [email protected] letter of recommendation, and updated Students accepted to the Alternate List Medical Informatics: official college transcripts. Additional may be invited for admission, often [email protected] within days of the start of the entering information may be required. Only Midwifery: those reapplicants who have enhanced class. Alternates are strongly encouraged [email protected] to complete and submit all required their applications are encouraged to Occupational Therapy: reapply. pre-admission documents if they wish to be considered for space-available [email protected] Reapplicants who applied more than admission. Candidates on the Alternate Physical Therapy: one year ago must submit the same List who are not called for admission [email protected] information and follow the same must reapply to the program if they Physician Assistant: instructions as first-time applicants. wish to be considered for admission [email protected] during a subsequent admission cycle. downstate.edu DEFERRALS PLEASE NOTE: Admissions require- If you are accepted for admission APPLICATION INSTRUCTIONS ments, procedures, and policies are sub- and wish to request a deferral, you Follow all instructions found on our ject to change. Check the website for must submit a written request to the Admissions website at http://sls.down- any new requirements and application Admissions Office by fax or e-mail at state.edu/admissions/chrp/index.html for materials. least two weeks prior to the registration the program of your choice. This is an date for your program. The letter must online application, and you will be down- include the reason you are requesting a loading transcripts and other information. deferral, your name, and the name of your program. All requests for defer- rals must be approved by the College Admissions Committee. Approval will be sent to you in writing. In general, deferrals are only granted for one year.
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 15 Academic Programs
Diagnostic Medical Imaging CHRP offers courses of study in STUDENT RETENTION Bachelor of Science Diagnostic Medical Imaging and The College’s student retention rate Physician Assistant leading to a bach- is excellent. Over 80 percent graduate Medical Informatics elor of science degree. These programs within 150 percent of the normal Master of Science are open to upper-division transfer program time. students. Midwifery Program Master’s degree programs are available Master of Science in Medical Informatics, Occupational Advanced Certificate Therapy, and Midwifery. A combined PROGRAMS AND HEGIS CODES BS/DPT degree program in Health Occupational Therapy Sciences/Physical Therapy. Bachelor of Science Program Programs Master of Science CHRP offers a master’s degree and an Diagnostic Medical Imaging ..... 1225 advanced certificate in Midwifery to Physician Assistant ...... 1299.10 Physical Therapy Program registered nurses as well as non-RNs. Nurses who have an RN and a bache- Combined BS/DPT Program Combined Bachelor of Science/ lor’s degree can obtain a master’s degree Doctor of Physical Therapy BS Health Sciences...... 1201 with a specialization in Midwifery DPT Physical Therapy ...... 1212 through the College of Nursing. Physician Assistant Program Master of Science Programs Bachelor of Science Medical Informatics ...... 1299 ACCREDITATION Midwifery ...... 1203.10 SUNY Downstate Medical Center is accredited by the Middle States Occupational Therapy ...... 1208 Commission on Higher Education. The academic programs of the College Advanced Certificate Programs of Health Related Professions are registered with the New York State Midwifery ...... 1203.10 Department of Education and accredited by their respective national professional organizations.
16 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS DIAGNOSTIC MEDICAL Diagnostic medical sonography is ADMISSION REQUIREMENTS IMAGING one of the fastest growing diagnostic Please refer to pp. 9-15 of this Bulletin. fields. It is used in nearly every medical Check for the latest requirements and Bachelor of Science specialty and in every type of medical apply online through the Admissions care setting. The technology uses a section of Downstate’s website: http:// Chairperson and Assistant Professor noninvasive, painless, and acceptably Yosefa Pessins sls.downstate.edu/admissions/chrp/dmi/ safe energy source—high frequency index.html. sound—to obtain detailed and dynamic Medical Director images of the organs within the body. Harris L. Cohen Medical sonographers must have exten- GRADUATION HONORS sive knowledge of anatomy, pathophys- Overall Excellence Award – presented Program Administrator iology, physics, and the medical and to a graduating student with a cumu- Kamekah Falconer biological sciences. lative grade point average (GPA) of 3.3 or higher, who has consistently The Diagnostic Medical (DMI) Assistant Professor received good evaluations from clinical Rivka Hellmann Program of SUNY Downstate was instructors and who contributes signifi- established in 1972 and was the first cantly to either the Diagnostic Medical program of its kind in the United States Clinical Assistant Professors Imaging program, student life, or the to offer a Bachelor of Science degree Douglas Dunstatter, Melissa Paraison, community. Iryna Struk, Jason Tang-Simmons with a major in sonography. Academic Excellence Award – presented Accredited in General and Cardiac to a graduate with a GPA of 3.5 or Adjunct Faculty Concentrations, our curriculum inte- higher with a minimum of “good” eval- Artur Babayan, Robert Curran, Chani grates the basic and medical sciences uations for clinical performance. This Daniels, Tom Hoffman, Mike Kalogiannis, with sonography courses, and provides Jason Lazar, Kenneth Martinucci, Joyce Miller, award will be given to the individual coursework and clinical training in Chaya Sura Neuhaus, Sybill Patan, Dimitre with the highest GPA meeting these all major disciplines and specialties of Stefanov, Daniel Zinn criteria. ultrasound (abdomen, obstetrics and gynecology, cardiac, vascular). With Outstanding Student Contribution Clinical Faculty this strength, our graduates are pre- Award – presented to a graduating Susanna Aburakhmanova, Mohamed Abu- pared to enter the workforce with mul- student for outstanding contributions Sabe, Sadqua Ahmed, Evelyn Alejo, Ann Alvero, Nora Ambrosia, Kevin Barakat, tiple skill sets, and are highly sought to the program, the profession, and the Irina Belyayeva, Gretta Benin, Danielle by clinical affiliates and other clinical SUNY Downstate community. The Berne,Tonya Braithwaite, Debbie Cantales, institutions. Our state-of-the-art stu- student must have a minimum GPA of Justine Carneglia, Margaret Challenger, dent laboratory incorporates technolo- 2.5. Elena Chattalova, Sarah Contreras, Glea gy, innovation, and the latest teaching Crawford, Marianne Cullen, Aida Davydova, Certificate of Achievement Award – techniques including simulation and presented to a graduating student Varsha Dharia, William Elliott, Jennifer hands-on activity. Our graduates are all Feldman, Lilya Frayman, David Gainza, who passed the American Registry of registry-eligible and qualify to take the Diagnostic Medical Sonography while Rachael Greenbaum, Vera Gurgova, Eris National ARDMS examinations, with Halevy, Thomas Hoffman, Susanna Izrailova, in the program. Christina Kapsalis, Sarah Kaye, Suneetha very successful results Kota, Arsen Kotrri, Jolanta Madden, Harry Research Award – presented to a gradu- Mauze, Lisa Morris, Ambika Nair, Robert ating student or group who have con- Nicolosi, Fay Perry, Amalia Pose, Hosanagara ACCREDITATION ducted the best research project. Prabaaakar, Beverly Prentice, Elena The Diagnostic Medical Sonography Prokopenko, Danny Pudpud, Vascenio Rhoden, Program is evaluated by the Joint June Robbins, Eleonora Rozman, Ella Rudyak, Review Committee on Education CAREER OPPORTUNITIES Charlene Salvaggio, Judith Schwartz, Fernando in Diagnostic Medical Sonography, Students who graduate from the Seone, Margarita Sokolovski, Jane Streltzoff, and is accredited by the Commission Diagnostic Medical Imaging program Blanca Torres-Santiago, Dina Traub, German on Accreditation of Allied Health are qualified for careers as clinicians, Valdez, Patricia Villa, Lancelot Walker, educators, and administrators in private Jacqueline Williams, Yongming Xian, Jen Yau, Education Programs (CAAHEP). Boris Yusim Graduates of the program are qualified or academic practice. Most graduates to take the registry examinations given find employment in hospitals and by the American Registry of Diagnostic health-related settings. Others are edu- Medical Sonographers. cators and administrators in universi- ties and colleges, while some work for equipment manufacturers as clinical education and or application specialists.
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 17 Because of the rapidly changing techno- operation, Doppler principles, and color ultrasound equipment and basic imaging logical developments in sonography, job and spectral Doppler instrumentation. technique), hospitals, and healthcare opportunities and new roles continue Lecture. 3 credits. facilities or educational sites. Clinical to emerge, offering graduates excellent project required. Laboratory. Course opportunities for employment and DIMI 3106 co-requisite DIMI 3101. 2 credits. career growth. According to the Bureau Human Physiology of Labor and Statistics employment for This course provides an understanding DIMI 3200 sonographers is expected to grow 46 per- of physiological mechanisms with a focus Sonography II (Ob-Gyn and cent by the year 2022. on the human body. Basic concepts of Abdomen) cellular physiology, including cellular Advanced study in obstetric, gyneco- metabolism, membrane transport, action logic, and abdominal ultrasound with COURSE DESCRIPTIONS potential, and cellular communication emphasis on differential diagnoses, clin- are covered. A comprehensive study of ical correlation, and familiarization with The curriculum is reviewed periodically. the functions and interrelationships of state-of-the-art applications of sonogra- Please consult the program webpage the nervous, endocrine, muscular, circu- phy. Small parts ultrasound included as http://www.downstate.edu/CHRP/dmi/ latory, respiratory, digestive, endocrine, well as introduction to pediatric screen- curriculum.html and reproductive systems are studied ing. Lecture. Prerequisites: DIMI 3101, ANAT 3105, DIMI 3102, DIMI 3106 ANAT 3105 with an emphasis on the homeostatic Introduction to Human Gross nature of these systems with reference to DIMI 3110, DIMI 3235, and co-requi- Anatomy human disease states. Lecture. 3 credits. sites DIMI 3210, DIMI 3202. 4 credits. Anatomy is the study of the structure DIMI 3202 and shape of the body, body parts, and DIMI 3107 Medical and Surgical Diseases of Sonographic Physics II their relationships to each other. This the Abdomen This course provides for the advanced course is designed to provide the student This course covers the study of diseases study in wave theory with special with a systematic description of the ana- affecting the abdominal organ systems. emphasis on spectral, power, and color tomical structures, their functions and Pathophysiology is described as well as Doppler as they pertain to all sonograph- their topographical relationships, while clinical symptoms, applicable diagnostic ic applications. Also, special emphasis on enabling them to accurately identify and techniques, treatment procedures, and quality assurance and quality control, as differentiate normal versus abnormal prognoses. This course provides the well as innovations in sonography, e.g., tissue. The student will also learn to background for understanding manifes- 3D and 4D imaging, the use of contrast describe the gross anatomy of all organ tations of disease as seen on sonograms. mediums to improve image quality and systems with special emphasis on those Lecture. 2 credits. enhance diagnosis, harmonic imaging, systems relevant to the ultrasonic profes- picture archiving and communication sion. Lecture and presentations. 3 credits. DIMI 3108 systems, mechanical and thermal indi- Scanning Skills Lab DIMI 3101 ces, and M-Mode imaging are covered. This course will introduce sonography Lecture-laboratory. Prerequisite: DIMI Sonography I students to the basics of ultrasound (Abdomen/Ob-Gyn) 3102; co-requisite: DIMI 3200. 3 credits. scanning, including transducer orien- This course provides a comprehensive tation, machine knobology, and basic study of the sonography of the abdomen DIMI 3208 scanning techniques. Real-time scanning Obstetrics and Gynecology and female pelvis (obstetrics and gyne- and simulation activities will be utilized The normal anatomy and physiology cology). The course includes sonographic to enable the first semester student to of the reproductive system are taught. terminology, indications for testing, develop the skills needed in the clinical Normal and abnormal fetal develop- sonographic techniques, and appearanc- setting. Course co-requisites: DIMI 3101, ment are explained, including etiology, es. The student will also learn the criteria DIMI 3110. 1 credit. treatment procedures, and diagnostic for developing diagnostic and interpreta- techniques for abnormalities. Students tive skills based on sonographic findings. DIMI 3110 also learn basic concepts of birth con- Course co-requisites: DIMI 3110, DIMI Clinical Internship I trol, family planning, and infertility 3235. Lecture. 3 credits. This course is an introductory lab for treatment. Diseases affecting the repro- abdominal and obstetrics and gyneco- ductive tract are studied in terms of DIMI 3102 logical ultrasound training. The student Sonographic Physics I clinical symptoms, applicable diagnostic attends one day per week for 13 weeks This course provides an overview of the techniques, treatment procedures and acquiring basic skills in area of spe- basic concepts of ultrasound physics, prognosis. This course provides the cialization. Instructional settings and including the theory of sound waves, background for understanding manifes- assignments include college lab (the first ultrasonic energy, medium interaction, tations of disease on sonograms. Lecture. three weeks of the semester are spent and echo production. Also included 2 credits. in our DMI Lab being introduced to will be transducer construction and
18 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS DIMI 3210 techniques, treatment procedures and Methods and DIMI 4214 Research and Clinical Internship II prognosis. This course provides the Independent Study. Lecture, laboratory. This course is a continuation of Clinical background for understanding manifes- 1 credit. Internship I. The student will spend tations of disease on echocardiograms. two days a week at a clinical site. The Lecture. 2 credits. DIMI 4035 student will learn to properly manipu- Case Presentations late ultrasound machine controls and DIMI 4010 Presentation of cases scanned or iden- operate equipment in the lab, demon- Clinical Internship III tified by students in their clinical lab strate the ability to use proper scanning This internship is a six-week, five- experiences. Objectives include increas- technique in performing abdominal and days-a-week clinical rotation. Students ing skill in the following areas; correla- obstetric and gynecologic examinations. hone their scanning skills in the clin- tion of didactic knowledge with actual They will continue to demonstrate ical setting and learn to demonstrate pathology, critique of sonographic imag- increased ability to interpret sonograph- affirmative judgment in determining es for technique, experience researching ic findings and formulate differential which abdominal and obstetrics and topics in ultrasound journals, as well as diagnoses of common pathologies. gynecological scans, as well as vascular broadening student exposure to unusual Instructional settings include hospi- and small parts, are of diagnostic qual- pathologies. Lecture, presentations. 1 tals, and healthcare facilities or educa- ity. The student is able to determine credit tional sites. Clinical project required. preliminary impressions, and differential Laboratory. DIMI 3101, DIMI 3102, diagnoses with minimal supervision, DIMI 4104 DIMI 3105, DIMI 3106, and DIMI and becomes confident in presenting Sonography III (Echocardiography) 3110. 4 credits. cases. Instructional settings include the student scan lab, hospitals, and Echocardiography is an imaging tech- DIMI 3217 other healthcare facilities. Students are nique that uses ultrasound to examine Cross-Sectional Anatomy of the required to pass an abdominal scanning the heart, its chambers, walls, and Abdomen and Pelvis competency examination on campus in valves. Cardiac ultrasound is a unique This course involves extensive study of order to complete this course. Clinical way to evaluate the heart’s anatomy, the abdominopelvic regions. These are project required. Prerequisites: DIMI structure, and function and is used to studied primarily in axial, sagittal and 3110, DIMI 3200, and DIMI 3210. 3 aid in diagnosis of cardiovascular dis- coronal tomographic planes. Emphasis credits ease. This course focuses on the adult is placed on the anatomic relationships heart. Scanning techniques, protocol, among organs. Prerequisite: ANAT DIMI 4013 image acquisition, and instrumentation 3105. Lecture-laboratory. 3 credits. Vascular Principles and including 2D, M-Mode spectral, and Instrumentation color-flow Doppler are taught, as well as DIMI 3235 This course reviews the anatomy and hemodynamics. Tissue Doppler, strain, Monitoring and Assistance of the physiology of the cerebrovascular, and 3D/4D are introduced. Topics Patient peripheral arterial and venous systems. such as normal and abnormal systolic/ This course teaches the student sonogra- The carotid system, circle of willis, and diastolic function, valvular disease, pher techniques for assisting and mon- upper and lower extremity arterial and cardiomyopathies, coronary artery dis- itoring the patient who is being exam- venous vessels that are evaluated by ease, aortic disease, pericardial disease, ined. Lectures and practical demonstra- ultrasound are identified and correla- tumors, and infection are covered, as tions are given on cultural competency tion to their sonographic appearance well as congenital heart disease as seen in the medical setting, the role of the is taught. Also covered are concepts in the adult. Stress echo and TEE are sonographer in the medical setting, how in vascular hemodynamics as related also introduced. Correlation with cardi- to scan ergonomically, move patients to current sonographic applications. ac pathophysiology is stressed. Lecture, into or out of bed or wheelchair and to Description of other imaging modalities laboratory. Prerequisites: DIMI 3101, recognize and respond appropriately to that correlate with sonographic findings DIMI 3200, and DIMI 4009; course emergency situations. The student will are covered in this course as well. This co-requisite: DIMI 4110. 4 credits. also learn about appropriate patient-so- course also requires students to achieve nographer interaction, communication scanning competence in carotid scan- DIMI 4106 barriers, safety, and infection control. ning. Lecture, laboratory. 1 credit. Cross-Sectional Anatomy of Lecture, presentations, and demonstra- Thorax and Head tions. 1 credit. DIMI 4015 Extensive study of thorax, neck, and Introduction to Medical head regions. These are studied in axial, DIMI 4009 Statistics sagittal, and coronal planes. Emphasis Cardiology The fundamental principles of statistics is placed on anatomical relationships Normal anatomy, physiology and are taught, including descriptive statis- between organs. Lecture, laboratory. hemodynamics of the heart, is tics, measures of central tendency, cor- Prerequisite: Anat 3105. 3 credits. taught. Diseases affecting the heart relations, and measures of significance. are described, including pathophysi- This course is intended to provide a ology, clinical symptoms, diagnostic foundation for MSCI 4100 Research
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 19 DIMI 4110 graphic examinations by evaluating DIMI 4301 Clinical Internship IV patient history, signs, and symptoms, Sonography V The student will spend two days a week using proper scanning technique, and (Vascular Ultrasound) at a cardiac clinical site. The student appropriate equipment manipulation. This course is an in depth study of will practice proper cardiac scanning The student will demonstrate the abil- cerebrovascular and peripheral arte- technique using M-mode, 2D and ity to interpret sonographic findings rial and venous Duplex ultrasound. Doppler modalities to produce diag- and provide a preliminary diagnostic Cerebrovascular, venous, and peripheral arterial disease is studied, as well as iden- nostic echocardiograms. The student impressions, including differential tification of what imaging techniques are will integrate didactic coursework with diagnosis, and explain, appropriately, clinical practice to arrive at diagnostic appropriate. Students learn advanced the sonographic examination procedure scanning techniques and complete scan- interpretations. Instructional settings and findings to patients and health ning assignments as applied to abdominal include hospitals, other healthcare professionals. Instructional settings and vasculature, and peripheral arterial and facilities, or educational sites. Clinical assignments include hospitals, other venous protocols. Course also includes project required. Prerequisites: DIMI healthcare facilities, or educational sites. lectures, advanced topics, and emerging 3110, DIMI 3210, DIMI 4009 and Clinical project required. Prerequisite: trends in ultrasound. Lecture, laboratory. DIMI 4010. Co-requisite: DIMI 4104. DIMI 4110. 3 credits. Prerequisite: DIMI 4013. 2.5 credits. 3 credits. DIMI 4212 DIMI 4500 DIMI 4111 Professional Seminar and Independent Study Fundamental Principles of Administrative Techniques Imaging Modalities This course provides students who are Topic presentation and discussion of on a modified course of study with an This course provides an overview of relevant issues in the allied health field, opportunity to bolster their skills in a spe- diagnostic imaging modalities that are including ethical considerations, cultural cific area of interest/need. A faculty mem- complementary to diagnostic ultra- competence, ergonomics, resume writing, ber is assigned as the course director to sound. These include nuclear medicine, professional development, and prepara- identify their specific goals and objectives radiography, digital subtraction angiog- tion for employment and challenges that to be achieved, select and describe meth- raphy, cardiac catheterization, positron may arise. Review for national registry odology, and designate a final product. emission tomography, CT, and MRI. exams included. Seminar. 1 credits. The fundamental physical principles, Students and faculty preceptors confer at technique, technology, and interpretive mutually agreed upon intervals regarding criteria of each modality are taught. DIMI 4213 the progress of the study. Elective offered Introduction to Teaching on an as-needed basis. 1-3 credits. Lecture. 2 credits. Methods DIMI 4202 An introduction to the latest learning theories and instruction in organizing Interdisciplinary Courses Sonography IV (Pediatric See p. 46 for course descriptions. Echocardiography) content, identifying and creating learn- An overview of normal and abnormal ing objectives, lesson planning, course ADMN 3100 pediatric echocardiography with a syllabi, motivational techniques, teaching Health Care Delivery in the United States focus on understanding the segmental tools, and styles of presentation. Lecture, research, presentations. 2 credits. approach to the anatomic and phys- INDI 5012 iologic concepts of congenital heart DIMI 4214 Brooklyn Free Clinic Experience disease. This course will include cardiac Research and Independent Study embryology with study of congenital In consultation with faculty, students MSCI 4100 anomalies and its imaging as seen on design and conduct original research Research Methods echocardiograms. Surgical and palliative projects in their area of interest. A written repairs are introduced as well. Lecture. report of the project is submitted and an Prerequisites: DIMI 4009, DIMI 4104. oral presentation is made at the annual 1.5 credits. Research Colloquium. The presentations will be made to the senior and junior DIMI 4210 classes, faculty, and invited clinicians Clinical Internship V from all clinical affiliations. Prerequisite: This clinical rotation is the final clin- DIMI 4015 and MSCI 4100. Lecture, ical experience prior to graduation. It research, presentations. 3 credits. is a full-time, six-week experience. In this final rotation, the student learns to demonstrate competent entry-level sonographer skills They should be able to deliver diagnostic quality examina- tions in Ob/Gyn, abdominal, small parts, vascular, and/or cardiac sono-
20 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS MEDICAL of medical informatics and to develop CAREER OPPORTUNITIES INFORMATICS competencies and skills required by the An increasing number of health-care discipline. employers are looking for graduates Master of Science Degree The courses include database systems, who possess knowledge and skills in the Chairperson and Associate Professor multifaceted field of medical informat- Isaac Topor network architecture, medical imaging systems, Internet integration, and med- ics. Employers are looking for people Assistant Professor ical-decision support systems. Students with technical understanding of com- are required to conduct an independent puters and networks, problem-solving Yalini Senathirajah, skills, communication skills, and experi- Mohammad Faysel research study in medical informatics. ences in health information systems. Job titles include Systems Adjunct and Clinical Faculty ACCREDITATION Artur Babayan, Michael Bales, Lorraine Administrator, Health Informaticist, Blake-Reid, Chani Daniels, Michelle SUNY Downstate Medical Center Network Manager, Health Information Daniels-DeVore, David Dinhofer, Frank Luo is accredited by the Middle States Administrator, Clinical Services Dilip Nath, Peter (“Rusty”) Peacock, Ernest Commission on Higher Education. Manager, Application Analyst, Provo Fasika Tedla, Chifumnanya Umejei, The academic programs of the College Healthcare IT Software Trainer, Thomas Walker, Sunmoo Yoo of Health Related Professions are Clinical Analyst, Clinical Information registered with the New York State Specialist, EMR Application Analyst, Medical informatics professionals Department of Education. Decision Support Administrator, implement and manage a wide range of Clinical Systems Integration Support applications and systems that process ADMISSION REQUIREMENTS Analyst, Clinical Systems Trainer, health-generated information with the Informatics Nurse Specialist, Epic A bachelor’s degree or equivalent from support of information technology. Support Analyst, and Physician Office an accredited academic institution is Informaticians integrate computerized Field Coordinator. health-information databases that store required for admission. clinical information, radiographic imag- Please refer to pp. 9-15 of this Bulletin. es, and laboratory data that are critical Check for the latest requirements and JOINT DEGREE/MS/MPH for quality patient care. apply online through the Admissions A joint degree program is offered with section of Downstate’s website: http:// the School of Public Health leading to Several external developments have an MS/MPH degree. Please consult the influenced the need for educational pro- sls.downstate.edu/admissions/chrp/mi/ index.html. Medical Informatics chairperson for grams in informatics: expanding infor- further information. mation technology, enhanced attention to quality assurance and patient safety, GRADUATION HONORS HIPPA regulations, and disease surveil- Award for Excellence in Research—presented COURSE DESCRIPTIONS lance. The curriculum in medical infor- to a graduating student in recognition of matics reflects the knowledge and skills MIMS 5001 excellence in student research work. Computer Science for Medical necessary to organize, store, and retrieve Informatics Award for Outstanding Service—presented complex health-information systems. This course provides an overview of com- to a graduating student for outstanding puter science as a science of abstraction. Students are taught to work as members contributions to the Medical Informatics of the health-care team and to interact The course introduces computer program- Program, profession, and the Downstate ming as the way of thinking. Students with health providers, technologists, community. and administrators to maximize medical create models and implement abstractions data management. Students also learn Award for Outstanding Leadership—pre- using data structures and algorithms. This the use of new technologies in commu- sented to a graduating student for demon- course is intended for students with lim- nication and information management, strating outstanding leadership qualities. ited computer background. Lecture and computer lab experience. 3 credits. including telecommunication, medical Award for Academic Excellence—presented imaging systems, and digital libraries. to a graduating student for outstanding MIMS 5002 academic performance. Internet Integration in Health Care THE PROGRAM Award for Clinical Excellence—presented to This course provides an overview of the The Medical Informatics Master’s a graduating student for outstanding clini- Internet and web integration into health Degree Program is a 39-credit full-time cal performance and professionalism. care. The course addresses legal, social, or part-time course of study. The cur- and ethical issues as well as various tech- riculum is designed to meet the needs niques for creating attractive and func- of students from a wide range of back- tional web-based applications Lecture and grounds. The courses are sequenced to computer lab. 3 credits. encompass an overview of the discipline
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 21 MIMS 5100 record systems. The course includes MIMS 5205 Introduction to Medical training in methods of implementation, Evaluation of Health-care Informatics including project management, use of Information Systems This course provides an overview of the appropriate tools, and workflow analysis This course provides an overview of medical informatics field, combining and redesign. It also covers the design and methods to evaluate the use of informa- perspectives from medicine, computer implementation of decision support and tion and information systems in health science, and social science. The course related topics, such as security, working care. Issues specific to information sys- covers the organization of medical infor- remotely and in multidisciplinary teams, tems in health care—usability, checklist mation, the effective management of interoperability and HL7, healthcare ter- effect, difficulty blinding, knowledge-base information using computer technology, minologies, mobile devices, and meaning- evaluation, etc.—are highlighted. Case and the impact of such technology on ful use. Lecture and computer lab. 3 credits. studies will be used to illustrate concepts. medical research, education, and patient Elective. Lecture. 3 credits. care. Lecture and computer lab. 3 credits. MIMS 5121 Master’s Essay in Medical MIMS 5206 MIMS 5101 Informatics Independent Study Database System Applications in Students are required to develop a pro- Students are provided an opportunity Biomedicine posal for a research project in medical to independently explore current issues This course provides an introduction informatics to be carried out under the affecting Medical Informatics through to the fundamentals of database sys- supervision of a faculty advisor, and to evaluation and critical analysis of the cur- tem. Current database structures such conduct the research. A written report on rent literature and practices. This course as hierarchical, network, relational, and the results of a research project in medical will meet the needs of students who object-oriented are described and com- informatics must be presented. Lecture. 3 would like to study a specific issue under pared in terms of their applications in credits. the guidance of a faculty member or as a the health field. Emphasis is placed on hands-on experience with a clinical proc- relational database systems in health care. MIMS 5201 tor. Elective. 1–3 credits. Lecture and computer lab. 3 credits. Topics in Medical Informatics This course provides a forum for analysis MIMS 5207 MIMS 5102 and discussion of various topics in the Clinical Internship in Medical Health Care Across the Lifespan medical informatics literature under the Informatics This course is designed to examine the direction of a faculty advisor. Lecture. 2 This course is designed to prepare stu- health care from infancy to old age. These credits. dents to meet the challenges of integrat- models will be drawn from disease states ing computer systems into the framework as they evolve across the lifespan. This MIMS 5202 of hospital administration, patient care, course also includes a review of anatomy, User Interface in Medical medical practice, and other aspects of physiology, and pathology of selected Informatics the practice of informatics. Students may organ systems and their associated diseas- This course provides an overview of evaluate health-care information systems es. 3 credits. theoretical, development, design, and and their integration in clinical facilities assessment models and techniques in the and participate in use, integration, and MIMS 5110 field of intelligent user interfaces under an observing clinical contexts of health-care Health-care Computer Network interdisciplinary approach (computer sci- information systems. Students may also Architecture ence, psychology, cognitive science, and participate in research and observation This course provides an introduction artificial intelligence). Lecture. 3 credits. of those in various informatics roles, to computer networks and their use in depending on their interests. Student medicine. An overview of topologies of MIMS 5203 Information Retrieval and Digital activities depend on the needs of the computer networks are covered. Network clinical sites and can include devising security as it applies to HIPPA regulations Libraries This course provides an overview of infor- evaluation criteria and tools, interviewing is also explored. Lecture and computer lab. stakeholders, evaluating system interfaces, 4 credits. mation-retrieval methods with an empha- sis on biomedical information retrieval. and analyzing the integration of the sys- MIMS 5111 Lecture and computer lab. 3 credits. tems in the overall patient care effort of Research Methods the clinical facility. 3 credits. This course introduces students to the MIMS 5204 Medical Imaging Systems basics for participating in the develop- Interdisciplinary Courses ment, implementation, and evaluation of This course provides an introduction to See p. 46 for course descriptions. research studies in medical informatics. computer graphics and medical imaging Lecture and computer lab. 3 credits. techniques. Methods of digital image processing are explored; 2-D and 3-D INDI 5014 MIMS 5112 imaging modalities are reviewed and Brooklyn Free Clinic Experience Medical Decision Support demonstrated through on-site medical System equipment. Lecture and computer lab. 3 This course provides an introduction credits. to methods of medical decision making in the face of uncertainty, as well as the implementation of electronic health
22 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS MIDWIFERY THE MIDWIFERY PROFESSION a related field at the discretion of the Midwives who are certified by the Midwifery Program. Master of Science American Midwifery Certification At the discretion of the midwifery Advanced Certificate Board (AMCB) are prepared to provide faculty, students with an MS in a Chairperson and Professor prenatal care, labor and delivery man- health-related field may choose the Ronnie Lichtman agement, postpartum care, well-woman Advanced Certificate or MS degree in gynecologic care, and primary health midwifery or nurse-midwifery, if qual- Clinical Associate Professor care to essentially normal, healthy Aleida Llanes-Oberstein ified for nurse-midwifery. Nurses can women and to care for normal new- choose either an MS degree in midwife- Clinical Assistant Professors borns. The increasing demand for mid- ry or nurse-midwifery. The nurse-mid- MaryAnne Laffin, Suzanne Schechter wifery services throughout the United wifery option requires a bachelor’s States has created practice opportunities degree in nursing. Clinical Preceptors (CNMs/CMs) within a variety of clinical settings. Simone Abbott, Lauren Abrams, Susan Midwives work in private or group Altman, Tina Becker, Lavone Beckwith, practices, birth centers, health main- REQUIREMENTS FOR Robin Bradley, Sonia Braham, Veda Browne, tenance organizations, hospitals, and ADMISSION Carol Bues, Catherine Cano, Jamie Celestin- ambulatory care centers. Although cer- Please refer to pp. 9-15 of this Bulletin. Edwards, Lynn Chapman-Stern, Gladys tified midwives are independent prac- Check for the latest requirements and Christophe, Jean Clarke-Brown, Eileen Conde, titioners, they consult and collaborate apply online through the Admissions Winifred C. Connerton, Faith Cornwall, with physicians when women in their Rhonda DeGannes, Carol Dixon-Hugh, section of Downstate’s website: http:// Heather Findletar, Paula Freedman, Maria care develop complications. They also sls.downstate.edu/admissions/chrp/mid- Freytsis, Odessa Fynn, Linda Gaglioti- initiate referrals as appropriate. wifery/index.html. Venezia, Elizabeth Gallego, Theresa Gay, Ikbal Ghanim, Anne M. Gibeau, Elyse Gilbert, Marilyn Gold, Helena Grant, PROGRAMS OF STUDY PROGRAM OBJECTIVE Jacqueline Greenfield, Michele Handelman, The Midwifery Program is a gradu- The objective of the program is to pre- Amy Hanowitz-Britt, Linda Harrell, Racquel ate-level program that prepares students pare midwives who are able to provide Haynes, Jessica Hilsenroth, Shelley Hong, to become competent beginning practi- competent, appropriate, compassionate, Maryellen Hughes, Ivie Idehen, Katherine tioners in accordance with the standards and comprehensive primary health care Irizarry, Linda Jaworowski, Martine Jean- established by the American College to women from adolescence through Baptiste, Karen Jefferson, Sharon Johnson, of Nurse-Midwives and the American Denise Keppel, Lashawna King, Pamela Koch, their postmenopausal years; assume Christina Kocis, Nancy Kraus, Cherida Lally, Midwifery Certification Board. The responsibility for the management of Shar La Porte, Maura C. Larkin, Michele program accepts registered nurses and essentially normal neonates; and man- Lehmer Chiafulio, Lauren Lese, Marilyn other individuals who meet admis- age collaboratively the care of women Lestage-Laforest, Jessica Lynn, Phyllis Lynn, sions requirements. Students wishing with selected obstetrical, gynecologic, Sukdai Mangru, Goldieann McBride, Judith to become midwives may select one and medical problems. McCarthy-Dalton, Hazel McDonnough, of three tracks: Advanced Certificate Sharon McDowall, Laura McKenna, Harriet in Midwifery (38 credits); Master of The faculty has developed a curricu- W. McKinley, Ana Mejia, Carol Mendoza, Science–Midwifery (50 credits); or lum that recognizes the special needs Callie Mikell, Yuliya Milshteyn, Lisa Modell, Master of Science–Nurse-Midwifery of adult learners and builds upon Elicia Monaghan, Eugenia Montesinos, (57 credits). previous education and experience Elizabeth Newton, Susan Kiremberg, Mini related to women’s health. Clinical Paulomi Niles, Christine Obremski, Julie The last track is available only to RNs practice is provided at a variety of O’Brien, Theresa Okolo, Rosemarie Olivera, with a bachelor’s degree in nursing; facilities within the New York met- Martha Olszewski, Robyn Ozovek, Deborah see the College of Nursing Bulletin for Paley, Susan Papera, Asya Portnaya, Carole ropolitan area. Special provisions are Powell, Roberto Rauda, Margaret Re, additional information on this choice. also possible for clinical placements Katherine Roeltgen, Mary Susan E. Sampino, Graduates of any of the three tracks outside of New York City and New Nicole Schneider, Dawn Schwartz, Rani are eligible to take the national cer- York State. A 2:1 student/faculty ratio Shankar, Jennifer Shark, Emory Ship, Laurie tifying examination administered by is maintained within the clinical and Silberstein, Carolyn Slattery, Emily Slocum, the American Midwifery Certification laboratory settings. The faculty works Deborah Smith, Shannon Tam, Susan Tanke, Board (AMCB). All tracks can be collaboratively with the College of Diana Torres, Ann Marie Visser, Annette completed in two or three years. This Medicine’s Department of Obstetrics Walton, Emily Wenzel, Denise Wharton, Janet will depend on availability in a given and Gynecology and shares teaching/ Williams, Neysa Williams, Trinisha Williams admissions year. learning resources with other programs The Advanced Certificate track is within the College of Health Related available only to students who enter Professions and the College of Nursing. the program with a master’s degree in
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 23 PROGRAM HISTORY ambulatory-care centers. Although mid- not he or she is eligible to take any of This program evolved from the first wives are independent practitioners, they the midwifery courses via a challenge nurse-midwifery school in the United consult and collaborate with physicians mechanism and will determine with the States. Initially founded in 1932 at the and other health-care providers and initi- student which courses they may chal- Maternity Center Association (MCA) ate referrals as appropriate. lenge. The faculty and student will then in New York City, the program moved develop a time frame for challenging to Kings County Hospital in 1958 courses. All challenged courses must AWARDS FOR ACADEMIC and in 1974 became an integral part be registered and paid for. There is no AND CLINICAL EXCELLENCE of Downstate Medical Center. The penalty for failing the challenge. The IN MIDWIFERY Midwifery Program was one of the first student who fails a challenge will then academic units of the College of Health Academic Excellence Award complete the course in the usual man- Related Professions. Clinical Excellence Award ner. Detailed policies regarding the chal- lenge mechanism will be made available Excellence in Research Award to qualified students. DIRECT ENTRY Joan B. Ditchik Memorial Award In 1996, an innovative direct-entry option was created for qualified individ- Laurie Ourlicht Faculty Recognition COURSE DESCRIPTIONS uals from a variety of backgrounds who Award Note: MIDW courses must be taken by desire to become certified midwives. Lily Hsia Midwifery Student direct-entry students who do not hold Prerequisite science and social science Scholarship Award RN credentials, unless exempted by the courses are required for this track. Once midwifery faculty. Course descriptions accepted, students may be required to The Suzanne Louis Reddick Spirit and requirements are subject to change successfully complete between one and of Midwifery Award and updated course descriptions are three courses that have been specifically The Nancy Moley Positivity Award found on the program’s website. designed for them; in all other ways The Gigi Robin Joyful Midwifery Award they will be fully integrated into the MIDW 4001 Midwifery Program along with their The Marilyn Cottrell Award for Basic Health Skills nurse peers. At the completion of their Family Planning This course is designed to provide the student with the opportunity to learn or program of study, all students will have In addition, the following awards are reinforce basic health skills in a classroom/ achieved the same program competen- given to members of the midwifery laboratory setting. Upon completion cies at comparable levels of performance graduating class by their peers: of the course, students will be able to and may apply for licensure to practice Joan Zavitz Memorial Award for demonstrate 1) basic competence; 2) midwifery in New York State. Certified Perseverance concern for human and environmental midwives (as compared to certified safety; and 3) sensitivity and respect for nurse-midwives), may not receive auto- Outstanding Student Leadership Award patients. Skills covered in this course matic reciprocity from other states: include an introduction to: assessment of thus, once licensed, their professional the patient—physical and psychosocial; practice may be limited to those states THE CHALLENGE MECHANISM medical ethics; principles of primary, sec- with specific statutes recognizing this The Midwifery Program allows selected ondary, and tertiary prevention, as well certification. students to take certain courses via a as crisis intervention; documentation and challenge mechanism. Eligibility for standard medical terminology; quality the challenge mechanism as well as assurance, risk management, and health- ACCREDITATION appropriate courses to challenge are care policy; understanding and obtaining The program is fully accredited by determined after acceptance in consul- basic laboratory and diagnostic tests, cul- the Accreditation Commission for tation with the faculty. Eligible students tures, and specimens; intervention skills Midwifery Education (ACME) and is include those who have graduated from such as bed-making, bed bath, transferring registered and approved by the New an accredited nurse practitioner or phy- to chair/wheelchair/stretcher; feeding York State Education Department. sician assistant program, hold national techniques; emergency and life-support For more information on midwifery certification or licensure in any state care; as well as a variety of other basic accreditation, contact the ACME, 8403 in an accepted health profession, or health skills used in practicing midwifery. Colesville Road, Suite 1550, Silver who have graduated from a regionally 3 undergraduate credits. Spring, MD 20910-6374; (204) 485- accredited midwifery or medical pro- MIDW 4002 1802; http://www.midwife.org/accred- gram in another country as verified by Integrated Medical Sciences I itation. a member of the National Association Utilizing a systems approach, this course of Credential Evaluation Services is designed to provide the student with an (NACES). introduction to common health problems CAREER OPPORTUNITIES Challenge courses may be didactic encountered among adult populations and Midwives work in private or group their appropriate medical and/or surgi- or clinical courses or both. Once the practices, alternative birth centers, health cal interventions. Emphasis is placed on maintenance organizations, hospitals, and student is accepted to the Midwifery general health-status assessment and on Program, faculty will review whether or
24 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS the identification of deviations from the tors. The goal is to promote the develop- NRMW 5112 expected norms. The clinical component ment of the professional midwifery leader. Physical Assessment of Women will enable the student to observe a vari- 3 graduate credits. Didactic ety of female clients who are experiencing This course is designed to provide basic major biophysical health problems, to NRMW 5104 knowledge and skills needed for the evaluate the effectiveness of therapeutic Neonatology practice of primary women’s health care. regimens already in place for them, and This course focuses on the care and Emphasis is placed on history-taking and to formulate plans of care for their ongo- management of the normal newborn physical examination, exclusive of the ing management. 3 undergraduate credits. from birth through the neonatal period. reproductive system. Relevant anatomy Knowledge and skills of resuscitation, and physiology and normal and abnor- MIDW 4003 immediate delivery-room management, mal findings are included. Students may Integrated Medical Sciences II and comprehensive physical examination, take this course as part of the Midwifery The first segment of this course is including neurological and gestational age Program challenge option. Students will designed to provide the student with an assessment, are presented and practiced. register for the course in the Summer introduction to common health prob- Problems, normal variations in the neo- Semester. All materials and requirements lems encountered among children and nate, pathophysiology, common congen- will be given to students. If the student their appropriate therapeutic modalities. ital anomalies, growth and development, passes the course requirements, the Emphasis is placed on general health sta- and anticipatory guidance are integrated student may then register for Physical tus assessment and on the identification with the midwifery management process. Assessment of Women, Clinical (l grad of deviations from the expected norms. Emphasis is also placed on the midwife’s credit) for the Fall Semester. If the stu- The clinical component will enable the role as an advocate and liaison for families dent fails to pass the course requirements, student to observe a variety of infants and with the health-care delivery system. 3 the student will complete this course in children who are experiencing biophysical graduate credits. the fall semester, along with Physical health problems to evaluate the effective- Assessment of Women, Clinical. 1 gradu- NRMW 5105 ness of therapeutic regimens already in ate credit. place for them, and to formulate plans of Postpartum Care care for ongoing management. The sec- This course emphasizes the care and man- NRMW 5113 ond segment of this course focuses upon agement of women from delivery of the Physical Assessment of Women, mental health and psychopathology across infant to four to six weeks postpartum. Clinical all age groups. Emphasis is placed upon Topics covered include physiology of This course is designed to provide basic acute and long-term management of emo- involution, comprehensive postpartum skills needed for the practice of primary tional problems. 3 undergraduate credits. assessment skills, needs of the postpartum women’s health care. Physical Assessment mother and family, counseling regarding of Women, Didactic, is a pre-or co-req- NRMW 5009 self-care, initiation and support for lac- uisite to this course. Emphasis is placed Obstetric Pharmacotherapeutics tation, care of the infant, and restorative on history-taking and physical exam- This course provides basic concepts and exercises. Management of postpartum ination, exclusive of the reproductive underlying principles of pharmacologic discomforts and complications are also system. Emphasis is on the sequence management during pregnancy. Emphasis included. Students will provide assess- and techniques of physical examination. is given to pharmacokinetics during preg- ment and follow-up of women during Students may take this course as part of nancy, teratology, vitamins and minerals, the early postpartum period with faculty the Midwifery Program challenge option. immunizations, and hypertensive dis- supervision. 1 graduate credit. Students will register for the course orders of pregnancy, as well as obstetric in the Fall Semester. All materials and analgesia and anesthesia. 1 graduate credit. NRMW 5108 requirements will be given to students, Primary Health Care of Women including the Competency Performance NRMW 5010 This course focuses on the primary and Examination. The student will take the Professional Issues and preventive ambulatory health-care needs Competency Performance Examination Leadership in Midwifery of women. It stresses the role of mid- within the first week of the semester. The purpose of this course is to pre- wives in health promotion and disease If the student passes the Competency pare the student to assume the role and prevention as educators and promoters Performance Evaluation, the student may responsibilities associated with profession- of women’s wellness. Primary preventive move onto other didactic and clinical al midwifery practice. This course intro- health-care guidelines are included. courses in the Midwifery Program. If duces the student to the development of Assessment and evaluation of undiag- the student fails to pass the Competency the profession of midwifery as well as the nosed symptoms and physical signs; man- Performance Examination, the student history, structure, and functions of the agement of common acute and chronic will have the rest of the semester to com- American College of Nurse-Midwives medical conditions; and identification, plete this course by attending the usual (ACNM), midwifery’s professional consultation, and appropriate referral classes. 1 graduate credit. organization. Seminars will cover issues for other needed health-care services are and politics of health-care delivery and discussed. Implications for early diagnosis midwifery practice on the local, national of diseases, appropriate screening and and international level. Students will prevention strategies based on genetic, participate in field trips and professional environmental, and behavioral risk factors activities, including attending professional during various phases of women’s lives are meetings and meeting with local legisla- covered. 3 graduate credits.
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 25 NRMW 5114 NRMW 5117 primary care physicians, or physician Pelvic Assessment of Women Continuity of Care in Midwifery assistants. In addition, students have some Didactic in Midwifery Practice 1 introduction to common health problems This course is designed to provide basic This course is an elective that, with in their well-woman gynecology and knowledge needed for the assessment of Continuity of Care 2 and 3, is designed antepartum clinical rotation, and Clinical women’s reproductive system. Emphasis to allow the student midwife to experi- Practicum in Primary Care will build is placed on history-taking and pelvic ence the entire childbearing cycle—ante- upon that introduction. examination techniques. Relevant anat- partum, intrapartum, and postpartum In Clinical Practicum in Primary Care, omy and physiology, and normal and and newborn care—with one woman students will spend 42-48 hours in the abnormal findings are included. and family in a home birth setting. The clinical area, in adult health clinics or Students will register for the course in student will be mentored by a home practices. They will see only female the Summer or Fall semesters. Physical birth midwife. Students will work close- patients who present with common Assessment of Women, Didactic, is a pre- ly with this midwife, as well as with a health problems for initial or follow-up or co-requisite. Students may take this faculty clinical liaison, throughout the care. They are not expected to achieve course as part of the Midwifery Program course. This course is the first part of a independence in management skills, challenge options. These students will three-course didactic and observational but, rather to be exposed to the variety register in the Summer Semester. All sequence. Students will begin the three- of health problems with which women materials and requirements will be given course sequence in their first or second present for care, and to begin to develop to the students. If the student passes the year in the program. They will follow management skills in these areas. 1 grad- course requirements, the student may women throughout their pregnancy. uate credit. then register for Pelvic Assessment of 0.5 credits NRMW 5209 Women, Clinical (0.5 grad credit) for the NRMW 5205 Fall Semester. If the student fails to pass Medical and Obstetric Pharmacology Complications of Pregnancy the course requirements, the student will This course will begin with the basic complete this course in the Fall Semester, This course focuses on the identification, concepts of pharmacology and the prin- diagnosis, evaluation, and follow-up along with Pelvic Assessment of Women, ciples of pharmacokinetics and pharma- Clinical. 0.5 graduate credit. of women with selected obstetric and codynamics. Students will be introduced medical complications during pregnan- NRMW 5115 to the mechanisms by which commonly cy. Emphasis is on the midwife’s role in Pelvic Assessment of Women, used pharmacotherapeutics alter normal collaborating with physician(s) in the Clinical physiology as well as the pathophysiology care and management of the high-risk This course is designed to provide basic of selected disease states. Emphasis will woman during the antepartum, intra- skills needed for the assessment of wom- be placed upon the students’ knowledge partum, and the immediate postpartum en’s reproductive system. Emphasis is of classifications of drugs rather than periods. Seminars and lectures utilize placed on sequence and techniques of individual drug therapies. Students will a case management approach to foster pelvic examination. Pelvic Assessment be encouraged to consider the indication understanding of the pathophysiology, of Women, Didactic and Physical for use, mechanism of action, routes of screening methods, diagnosis, treatment, Assessment of Women, didactic and clini- administration, contraindications, precau- and follow up of selected complications. cal are pre- or co-requisite courses. tions, adverse reactions, and interactions Faculty and experienced midwives who of commonly prescribed pharmacother- Students may take this course as part of have had hands-on experience co-manag- apeutics. The legal basis of prescriptive the Midwifery Program challenge option. ing patients with complications serve as authority is also addressed. 3 graduate Students will register for the course lecturers and seminar leaders. 1.5 graduate credits. in the Fall Semester. All materials and credits. requirements will be given to students, NRMW 5208 including the Competency Performance NRMW 5212 Clinical Practicum in Well-Woman Gynecology, Examination. The student will take the Primary Care Didactic Competency Performance Examination Clinical Practicum in Primary Care This course provides the knowledge base within the first week of the semester. is designed to augment the midwifery for gynecologic care from adolescence If the student passes the Competency class Primary Health Care of Women through post-menopause. Included are Performance Examination, the student (NRMW 5108), given in the students’ health promotion and illness preven- may move onto other didactic and clini- first semester. This clinical practicum will tion, preconception care and counseling, cal courses in the Midwifery Program. If take place after the students have already human sexuality, and family planning, as the student fails to pass the Competency had clinical practice in ambulatory care in well as common gynecological problems Performance Examination, the student the midwifery specialties of well-woman that may be encountered during various will have the rest of the semester to com- gynecology and antepartum. This will stages of women’s lives. Students may plete this course by attending the usual allow the students to be precepted by take this course as part of the Midwifery classes. 0.5 graduate credit. midwives and thus socialized into the Program challenge option. Challenging midwifery role before they have primary students will register in the Fall Semester. care clinical experience, which is more (All other students will register in the general and will include supervision by Spring.) All materials and requirements either adult or family nurse practitioners, will be given to the challenging students
26 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS at the time of registration. If the student NRMW 5215 NRMW 5309 passes the course requirements, the stu- Antepartum Care, Clinical Medical Complications of dent may then register for Well-Woman This course provides the basic skills Pregnancy Gynecology, Clinical for the Spring needed for the management of care of This course focuses on the identification, Semester. If the student fails to pass the essentially healthy women throughout diagnosis, evaluation, and follow-up of course requirements, the student will com- the antepartum period. Maternal-fetal women with selected medical complica- plete this course in the Spring Semester, physiology and assessment, embryology, tions during pregnancy. Emphasis is on along with Well-Woman Gynecology, nutrition, childbirth education, breast- the midwife’s role in collaborating with Clinical. 1.5 graduate credits. feeding, and needs of the pregnant woman physician(s) in the care and management are presented and integrated with the of the high-risk woman during the ante- NRMW 5213 midwifery management process. Students partum, intrapartum, and the immediate Well-Woman Gynecology, Clinical will provide care to pregnant women with postpartum periods. Seminars and lectures This course provides the basic skills faculty supervision. Students may take this utilize a case management approach to fos- needed for gynecologic care from adoles- course as part of the Midwifery Program ter understanding of the pathophysiology, cence through post-menopause. It gives challenge option. All materials and screening methods, diagnosis, treatment, students the opportunity to implement requirements will be given to the students and follow-up of selected complications. the knowledge attained in Well-Woman at the time of registration, including the Faculty and experienced midwives who Gynecology, Didactic, in the clinical Competency Performance Examination have had hands-on experience co-manag- setting. Students may take this course as (CPE). The student will take the CPE ing patients with complications serve as part of the Midwifery Program challenge within the first week of the semester. If lecturers and seminar leaders. option. All materials and requirements the student passes the CPE the student 1.5 graduate credits. will be given to the students at the time may move onto other didactic and clinical of registration, including the Competency courses in the Midwifery Program. If the NRMW 5310 Performance Examination (CPE). The student fails to pass the CPE, the student Continuity of Care in Midwifery Practice 3 student will take the CPE within the first will have the rest of the semester to com- This course is an elective designed to allow week of the semester. If the student pass- plete this course by attending the usual the student midwife to experience the es the CPE the student may move onto classes. 1.5 graduate credits. other didactic and clinical courses in the entire childbearing cycle—antepartum, Midwifery Program. If the student fails NRMW 5216 intrapartum, postpartum, and newborn to pass the CPE, the student will have Continuity of Care in Midwifery care—with one woman and family in the rest of the semester to complete this Practice 2 a home birth setting. The student will course by attending the usual classes. 1.5 This course is an elective that, with conti- be mentored by a home birth midwife. graduate credits. nuity of care 1 and 3, is designed to allow Students will work closely with this the student midwife to experience the midwife, as well as with a faculty clinical NRMW 5214 entire childbearing cycle—antepartum, liaison, throughout the course. This course Antepartum Care, Didactic intrapartum, and postpartum and new- is the third part of a three-course didactic This course provides the knowledge base born care—with one woman and family and observational sequence. Students will for the management of care of essentially in a home birth setting. The student will register for this course after completing healthy women throughout the antepar- be mentored by a home birth midwife. continuity of care in midwifery practice 1 tum period. Maternal-fetal physiology Students will work closely with this mid- and continuity of care in midwifery prac- and assessment, embryology, nutrition, wife, as well as with a faculty clinical liai- tice 2. 0.5 credits. childbirth education, breastfeeding, and son, throughout the course. This course is needs of the pregnant woman are pre- the second part of a three-course didactic NRMW 5401 sented and integrated with the midwifery and observational sequence. Students will Research I—online course management process. Students may take register for this course after completing This course provides the student with the this course as part of the Midwifery continuity of care in midwifery practice 1. knowledge and skills necessary to conduct Program challenge option. Students in 0.5 credits. and evaluate research studies. Emphasis the challenge option will register in the is on the application of the research pro- Fall Semester. (All other students will NRMW 5302 cess. The student is expected to identify a register in the spring.) All materials and International Women’s Health research topic with appropriate conceptual requirements will be given to the stu- Care Policy framework, research questions, criteria for dents in the challenge option at the time This two-week course in a host country measurement, and methodology for data of registration. If the student passes the provides the student with an overview of collection and analysis. An undergraduate course requirements, the student may then the health-care delivery system of a host course in statistics is a prerequisite for this register for Antepartum Care, Clinical for country. Students will have an oppor- course. 3 graduate credits. the Spring Semester. If the student fails to tunity to compare women’s health-care pass the course requirements, the student policy in the host country with that of will complete this course in the Spring the United States. Other areas covered are Semester, along with Antepartum Care, midwifery laws, education, and practice Clinical. 1.5 graduate credits. in the host country. Elective. 3 graduate credits.
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 27 NRMW 5402 to integrate previously learned knowl- See the College of Nursing Bulletin for Research II—online course edge, skills, and judgment essential for descriptions of the following courses: This course provides the student with the safe practice of midwifery. The student is opportunity to further develop a research required to pass a written comprehensive NRMS 5040 project initiated in Research I through the examination in addition to clinical field Philosophical and Theoretical Perspectives for Advanced collection and analysis of data. The appli- practice. 4 graduate credits. cation of statistical methods and stan- Nursing Practice NRMW 5407 dardized computer analysis techniques NRMS 5100 and programming is an integral part of Introduction to Teaching— online course Population Health and Clinical the course. The student will interpret the Outcomes results of the study and make recommen- This course provides the student with dations for future research. A research the theories and methodology of cur- NRMS 5160 paper is required. 3 graduate credits. riculum planning, implementation and Organizational and Systems evaluation. Students will learn the prin- Leadership for Advanced NRMW 5403 ciples of teaching/learning, instructional Nursing Practice Health-Care Policy and objectives, methods of teaching, testing, Community Assessment—online and evaluation. Students will have hands NRMS 5170 course on experience in designing a micro-cur- The Advanced Practice Nurse as This course provides the student with riculum based on theories learned in the Nurse Educator (elective) an overview of the health-care delivery classroom. Knowledge of administration NRMS 5850 system in the U.S. Students will have and theories of management and change Research and Evidence-based an opportunity to participate in health- will also be discussed in detail. 3 graduate Practice I I care policy analysis from socioeconomic, credits. ideologic, political, and technological per- NRMS 5860 spectives as well as development of stra- NRMW 5409 Research and Evidence-based tegic planning for improving health-care Obstetric Complications of Practice II policy within the community. Other areas Pregnancy covered are issues related to health-care This course focuses on the identification, organizations, mechanisms of financing, diagnosis, evaluation, and follow-up of Interdisciplinary Courses women with selected obstetric complica- the role of the provider and consumer, as See p. 46 for course descriptions. well as the influences of the local, state, tions during pregnancy. Emphasis is on the midwife’s role in collaborating with and federal government in participation INDI 5014 of health-care delivery. Elective. 3 gradu- physician(s) in the care and management Brooklyn Free Clinic Experience ate credits. of the high-risk woman during the ante- partum, intrapartum, and the immediate NRMW 5404 postpartum periods. Seminars and lec- Intrapartum Care tures utilize a case management approach This course emphasizes management to foster understanding of the patho- of care of normal women during labor, physiology, screening methods, diagnosis, delivery, and the immediate postpartum treatment, and follow-up of selected com- period. Topics covered include anatomy plications. Faculty and experienced mid- of the pelvis, physiology and mechanisms wives who have had hands-on experience of labor, care of the laboring woman, co-managing patients with complications maternal and fetal assessment, delivery serve as lecturers and seminar leaders. techniques and procedures, and early 1.5 graduate credits. maternal/family and newborn bonding. Students will provide complete care and NRMW 5700 management of the intrapartum woman, Independent Study including delivery and immediate post- This course provides the student with an partum with faculty supervision. Lecture. opportunity to explore, in-depth and in 5.5 graduate credits. a self-directed manner, a topic of special interest. Students, either individually or NRMW 5405 in groups, select a faculty member with Integration of Clinical Studies whom they: 1) identify their specific In this course, the student acquires focus; 2) define goals to be achieved; 3) increased responsibility for clinical man- select and describe methodology; and 4) agement of patients from adolescence designate a final product. Students and through the post-menopausal period, faculty preceptors confer at mutually including antepartum, intrapartum, post- agreed upon intervals regarding the prog- partum, and well-woman gynecologic ress of the study. Elective offered on an care. The clinical study allows the student as-needed basis. 1-3 graduate credits.
28 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS OCCUPATIONAL THE MS PROGRAM ADMISSION REQUIREMENTS THERAPY This two-and-one-half-year graduate Please refer to pp. 9-15 of this Bulletin. curriculum is designed to prepare stu- Check for the latest requirements and Master of Science Degree dents for professional practice as occupa- apply online through the Admissions Chairperson and Associate Professor tional therapists. Entering students must section of Downstate’s website: http:// Joyce S. Sabari have completed a baccalaureate degree sls.downstate.edu/admissions/chrp/ot/ Associate Professor Emeritus program in any field of study, as well as index.html. Patricia Trossman specific course requirements. The curriculum comprises integrated CAREER OPPORTUNITIES Associate Professor course sequences in the health sciences, Margaret Kaplan Graduates of an accredited occupational occupational therapy foundations, occu- therapy program can expect excellent Clinical Associate Professor pational therapy practice, and research career opportunities in a variety of set- Suzanne White theory and application. Fieldwork tings including hospitals, rehabilitation placements are integrated with related centers, ambulatory care centers, home Assistant Professors academic courses. Students are required health agencies, nursing homes, schools, Brigitte Desport, Beth Elenko, Nancy Kline, to maintain a 3.0 GPA for retention psychiatric facilities, community agen- Joan Murray, Alisha Ohl (voluntary) and graduation from the program. The cies, and private practice. Graduates of degree requirement includes six to nine the SUNY Downstate program are well Clinical Assistant Professors months of full-time fieldwork experience Richard Sabel, Jasmin Thomas, Daurn Tribble prepared to work as clinicians, super- (Fieldwork II Affiliations). A student visors, administrators, consultants and Academic Fieldwork Coordinator may extend his/her course work over a educators in a wide variety of settings Jasmin Thomas three-year period and change to a part- with diverse populations. time program after completing the first Occupational therapy is the therapeutic semester full-time. The full-time pro- use of self-care, work/productive activi- gram starts at the beginning of June. GRADUATION HONORS ties, and play/leisure activities designed Sigrid A. Hansen Award—presented to achieve functional outcomes that ACCREDITATION, to the graduating student who best increase independent function, enhance CREDENTIALING, AND exemplifies exceptional levels of development, promote health, and LICENSURE academic excellence, service, and prevent injury or disability. It includes professionalism The program is accredited by the adapting tasks and the environment to Accreditation Council for Occupational Patricia B. Trossman Award—present- maximize independence and quality Therapy Education (ACOTE) of ed to the graduating student who best of life. The term “occupation” refers the American Occupational Therapy exemplifies commitment to innovation to activities that are meaningful to the Association (AOTA), located at 4720 and advancement of the occupational individual within the environments in Montgomery Lane, Bethesda, Maryland, therapy profession. which he or she lives and functions. 20814-3400; phone: (310) 652-2682. Occupational therapists work with Pi Theta Epsilon (Alpha Kappa The program is registered by the New individuals whose abilities to cope with Chapter)—national honor society for York State Education Department. the tasks of daily living are threatened occupational therapy students. Graduates are eligible to sit for the or impaired by developmental deficits, national certification examination for injury, illness, or disability. occupational therapists administered by the National Board for Certification in Occupational Therapy (NBCOT);(301) 990-7979. After successful completion of this examination, the individu- al is entitled to use the designation, “Occupational Therapist, Registered” (OTR). A passing score on this examina- tion fulfills the examination requirement for professional licensure in the State of New York. All states require licensure in order to practice; state licenses are based on the results of the NBCOT exam- ination. (Applicants for the NBCOT examination will be asked to answer questions related to the topic of felony convictions.)
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 29 COURSE DESCRIPTIONS OTMS 5100 OTMS 5111 Foundations of Occupational Fieldwork I: Psychosocial OTMS 5000 Therapy II Intervention Foundations of Occupational Analysis of principles, ethical guidelines, Clinical fieldwork in a mental-health Therapy I and theories which provide the founda- setting. Supervised exploration of the Introduction to the foundations of the tions of occupational therapy practice. practice of occupational therapy for a occupational therapy profession. Includes Analysis of theoretical, social, political, variety of psychiatric conditions. Emphasis history and philosophy of the profession; and cultural influences upon contem- on the development of clinical reasoning. professional ethics and issues influencing porary occupational therapy practice. Co-requisite: “OTMS 5105 Theory and the consumer of health-care services; Lecture-Seminar. Fall. 1 credit. Practice I: Psychosocial Intervention” effects of disability and hospitalization on must be taken concurrently. Fieldwork- occupational performance; professional OTMS 5102 seminar. Spring. 2 credits. roles and functions; the interdisciplinary Neurophysiology team; and the therapeutic use of activi- Neurophysiology of motor function and OTMS 5112 ties and self. Lecture-seminar. Summer. 2 posture, spatial skills, sensory systems, Master’s Project I credits. emotions, cognition and perception, and Students select from a choice of faculty- language. Mechanisms of neural plasticity generated research projects and develop an OTMS 5002 in learning, memory, and recovery after initial draft for a formal research proposal. Kinesiology Laboratory brain injury. Lecture. Spring. 1.5 credits. Seminar introduces students to the com- Laboratory experiences in assessment ponents of a research proposal and pro- of muscle and joint function including OTMS 5105 vides tips for preparing effective proposals. goniometry, manual muscle testing, kine- Theory and Practice I: Students begin preparation of abstract matics, and kinetic analysis of activity. Psychosocial Intervention and materials for presentation to the Laboratory. Fall. 1 credit. Introduction to the practice of occupa- Institutional Review Board. Independent tional therapy in psychosocial dysfunction study and seminar. Spring. 0.5 credits. OTMS 5003 with a focus on issues in the mental health Assistive Technology practice arena. Application of frames of OTMS 5205 Principles of assistive technology in occu- reference to evaluation, treatment plan- Cognition and Perception pational therapy practice. Opportunities ning, and implementation. Skill devel- Theories of information processing to practice basic setup and application of opment in case study method; group applied to occupational therapy interven- computer software and other technological process techniques; and clinical reasoning. tion for children and adults who demon- systems used in occupational therapy prac- (“OTMS 5111 Fieldwork I: Psychosocial strate dysfunction in cognitive or percep- tice. Lecture-laboratory. Fall. 2 credits. Intervention” must be taken concurrent- tual function. Lab sessions allow for skill ly). Lecture-Laboratory-Seminar. 4 credits. OTMS 5005 development in evaluation and treatment of clients with cognitive or perceptual Group Process OTMS 5107 Principles and theories of group dynamics impairments that impact upon functional Occupational Therapy in Early performance. Lecture-laboratory. Summer. and use of groups in occupational therapy. Intervention 1.5 credits. Skill development in planning, leading, This elective course provides an overview and evaluating theory-based activity of Early Intervention, a specialized area OTMS 5206 groups. Participation in and observation of practice for children under 3 years of Community Practice I: of group process will occur during the age and their families. Students analyze Relationship and Assessment class. Lecture-laboratory. Fall. 2 credits common issues in working with young Occupational therapy practice in com- children and families. Course material is OTMS 5008 munity settings. Students identify and discussed in class and in online discussion Introduction to Therapeutic participate in a field practicum to learn to Occupations groups. Elective seminar. Spring (when develop interdisciplinary relationships and Principles of occupation, activity, and available). 0.5 credit. assess community needs for occupational occupational performance, including therapy services. Community experience OTMS 5108 and seminar. Summer. 1 credit. performance areas, contexts, and compo- Activities of Daily Living nents. Exploration of sociocultural vari- Activity analysis, assessment, and treat- OTMS 5208 ables as they influence adaptive behavior ment to improve performance of basic Designing Therapeutic and the health-illness continuum. Skill self-care skills and instrumental daily Environments development in administering assessments activities. Development of skill in Knowledge and skill development related of occupational performance. Skill devel- treatment planning and environmental to assessing and adapting the environmen- opment in activity analysis to facilitate adaptation to enhance independent func- tal context to enhance posture, mobility, engagement in meaningful occupation. tion in activities of daily living. Lecture- physical access, and participation in occu- Lecture-laboratory. Fall. 2 credits. Laboratory. Spring. 2 credits. pations. This includes accessible design, modification of home and work envi- ronments, seating and positioning, and wheelchair prescription and maintenance. Lecture-Laboratory. Summer. 2.5 credits.
30 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS OTMS 5213 OTMS 5306 OTMS 5406 Master’s Project II Community Practice II: Community Practice III: Service Students revise and complete Master’s Marketing and Resources Occupational therapy practice in com- Project proposal, complete materials for Occupational therapy practice in commu- munity settings. Based on previous work presentation to the Institutional Review nity settings. Students participate in the in Community Practice I and II, students Board, and make necessary preparations field practicum selected for Community provide goal-directed interventions at to begin the project in the Fall Semester. Practice I to develop skill in marketing their assigned practicum sites and share Applied statistics lab component prepares occupational therapy services and devel- their experiences in a course seminar. students to use computer programs to oping resources for community programs. Community experience, lecture, and semi- analyze quantitative and qualitative data. Community experience and seminar. Fall. nar. Spring. 1 credit. Independent Study, Lab, and Seminar. 0.5 credits. Summer. 2 credits OTMS-5407 OTMS 5311 Theory and Practice IV: OTMS 5301 Fieldwork I: Adult and Geriatric Developmental Assessment Orthotics and Prosthetics Rehabilitation Occupational therapy observation, Principles and objectives of the orthotic Clinical fieldwork in a setting serving assessment, measures, and collaboration and prosthetic process in rehabilitation adult and/or geriatric clients. Supervised in evaluation processes from infancy to with a focus on the upper limb. Includes exploration of the practice of occupa- adolescence. This course presents devel- static and dynamic splinting, and com- tional therapy for adults of all ages with a opmental milestones for children aged mercial orthotic devices and general over- variety of orthopedic, neurological, med- birth to adolescence in the context of view of lower limb orthotics and prosthet- ical, and surgical conditions. Emphasis occupational performance. Course materi- ics. Laboratory experience develops skills on the development of clinical reason- al will emphasize principles and methods in design and fabrication of splints using ing. OTMS 5303 Theory and Practice of evaluation to include clinical reasoning various materials. Lecture-laboratory. Fall. II: Neurorehabilitation and OTMS and critical thinking skills. OTMS-5410 2 credits. 5305 Theory and Practice III: Physical Theory & Practice V: Intervention with Rehabilitation and Geriatrics must be Children and OTMS-5411 Fieldwork OTMS 5303 taken concurrently. Fieldwork-seminar. I: Pediatrics must be taken concurrently. Theory and Practice II: Fall. 2 credits. Lecture –laboratory. Spring. 3 credits. Neurorehabilitation Theory and practice of occupational OTMS 5312 OTMS-5410 theory in the assessment, formulation, Master’s Project III Theory and Practice V: and implementation of treatment plans Students work independently on data col- Intervention with Children for adult clients who have sustained lection and analysis for Master’s Project, Theory and practice of occupational stroke and head injury, as well as those meeting regularly with advisor. A group therapy intervention with children, infan- with progressive neurological disorders. seminar format provides an opportunity cy through adolescence: intervention Lab sessions allow for skill development to discuss implementation of project and approaches, clinical reasoning, formula- in treatment approaches and clinical meaning of results with faculty and peers tion, and implementation of intervention reasoning. OTMS 5305 Theory and and to discuss the work of other student plans. OTMS-5407 Theory & Practice Practice III: Physical Rehabilitation and researchers. Independent study and semi- IV: Developmental Assessment and Geriatrics and OTMS 5311 Fieldwork I: nar. Fall. 2 credits. OTMS-5411 and Fieldwork I: Pediatrics Adult and Geriatric Rehabilitation must must be taken concurrently. Lecture –lab- be taken concurrently. Lecture-Lab. Fall. OTMS 5401 oratory. Spring. 3 credits. 2 credits. Administration and Professional Issues OTMS 5411 OTMS 5305 Theories, concepts, and principles of Fieldwork I: Pediatrics Theory and Practice III: Physical management, supervision, profession- Clinical fieldwork in a pediatric setting. Rehabilitation and Geriatrics al ethics, and other issues relevant to Supervised exploration of the practice Theory and practice of occupational practice in occupational therapy. The of occupational therapy for a variety of therapy for adult clients who participate relationship of health-care systems, pediatric conditions. Emphasis on the in therapy at hospitals, rehabilitation organizational structure, financing, and development of clinical reasoning. programs, geriatric, and home care set- quality assurance to occupational therapy OTMS 5407 Theory and Practice IV: tings. Includes special problems of the practice. Managerial, supervisory, and Developmental Assessment and OTMS geriatric client. Principles and methods of consultant roles for OTRs and certified 5410 Theory and Practice V: Intervention screening, assessment, clinical reasoning, occupational therapy assistants (COTAs) with Children must be taken concurrent- and formulation and implementation of in facility-based, private practice, and ly. Fieldwork-Seminar. Spring. 2 credits. treatment plans. OTMS 5311 Fieldwork school-based occupational therapy prac- I: Adult and Geriatric Rehabilitation and tice. Lecture. Spring. 2.5 credits. OTMS 5303 Theory and Practice II: Neurorehabilitation must be taken con- currently. Lecture-laboratory-seminar. Fall. 5 credits.
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 31 OTMS 5412 OTMS 6111 Master’s Project IV Fieldwork II: Affiliation II Students work independently on writ- Full-time clinical fieldwork of three ing research reports in a format suitable months’ duration. Implementation of for publication and preparing a poster knowledge, skills, values, and ethics session for presentation to peers and within an occupational therapy practice faculty. Seminar presents basic principles setting. Refinement of specific practice of professional writing and presentation. skills as used in the assigned setting. Independent study and seminar. Spring. 1 Application of clinical reasoning skills to credit. individualized client assessment, treat- ment planning, and treatment. Utilization OTMS 5612 of the clinical supervision process for Independent Study in professional growth. Collaboration with Occupational Therapy clinical educators on research and clinical This elective course is designed to provide projects of mutual interest. Development a learning opportunity for a student to of professional leadership skills. expand knowledge within a specific area Fieldwork-seminar. Fall. 5 credits. of OT practice. The student and assigned instructor work collaboratively to design OTMS 6211 the course objectives and experiences. Fieldwork II: Specialty Elective Requires permission from the Program Full-time clinical fieldwork of six- to Chair. Elective. Any semester. 1-2.5 credits twelve-weeks’ duration in a setting that (Pass/Fail). differs from the student’s prior Fieldwork II experiences. Fieldwork-seminar. Spring. OTMS 6011 2–5 credits. Fieldwork II: Affiliation I Full-time clinical fieldwork of three months’ duration. Implementation of knowledge, skills, values, and ethics Interdisciplinary Courses within an occupational therapy practice See p. 46 for course descriptions. setting. Refinement of specific practice ANAT 5001 skills as used in the assigned setting. Human Gross Anatomy Application of clinical reasoning skills to individualized client assessment, treat- ANAT 5101 ment planning, and treatment. Utilization Human Neuroanatomy of the clinical supervision process for professional growth. Collaboration with INDI 5002 clinical educators on research and clinical Kinesiology projects of mutual interest. Development of professional leadership skills. INDI 5100 Fieldwork-seminar. Summer. 5 credits. Research Methods MSCI 5211 Medical Sciences
32 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS PHYSICAL THERAPY integumentary repair and protection, ADMISSION REQUIREMENTS manual therapy techniques, motor Please refer to pp. 9-15 of this Bulletin. Combined Bachelor of Science function training, and therapeutic exer- in Health Sciences/Doctorate in Check for the latest requirements and Physical Therapy cise. These interventions are chosen on apply online through the Admissions Chairperson and Associate Professor the basis of patient examination and section of Downstate’s website: http:// Joanne S. Katz re-examination findings and the goals sls.downstate.edu/admissions/chrp/pt/ and expected outcomes of a particular index.html. Associate Professor patient/client diagnostic group.* Teresa M. Miller *From Guide to Physical Therapist THE BS/DPT DEGREE Assistant Professor Practice, Version 1.1, American Physical PROGRAM Therapy Association. Angela Griffin The combined BS/DPT curriculum Farhad Haeri Laurie Seckel requires completion of 80 credits of Saren Ahearn CAREER OPPORTUNITIES pre-professional (prerequisite) courses There is a high demand for physical and 135.5 credits of physical therapy Clinical Assistant Professor therapists in the workforce. According to professional courses. Of the 135.5 cred- Toni A. Zuccaro the Bureau of Labor Statistics, employ- its, 43 credits are at the undergraduate ment of physical therapists is expected to level and the remaining 92.5 credits are Clinical Instructor at the doctoral level. Roslyn Sofer grow by 36 percent from 2012 through 2022. Physical therapists work in a vari- The program starts in June each year Program Administrator ety of primary, secondary, and tertiary and is divided into nine semesters. Vitasha Ali care settings. Although many practice in During the first year, students con- hospitals, physical therapists also work centrate on the foundational sciences, Adjunct and Clinical Faculty in private practice, schools, wellness clinical sciences, research methodology, Loraine Antoine, Yael Avnon, Sharon and prevention settings, home health, psychosocial aspects of patient care, and Beaumont-Bowman, Alex Elegudin, hospice, industry, government settings, ethics in clinical practice. In the second Ray Grimm, Christie Hallisy, Rivi Harel, and research centers. Physical thera- year, students take Introduction to Thomas Holland, Kevin Johnson, pists today earn the Doctor of Physical Phil Koch, Lisa Leshner, Mirav Newman, Clinical Practice, begin their first clinical David Nieves, Agnes Perenyi, Bobbie Rodin, Therapy (DPT) degree and may special- internship, focus on developing their Elan Schneider, David Sofer ize in orthopedics, neurology, pediatrics, knowledge and skills in the theory and geriatrics, cardiovascular and pulmonary practice of physical therapy, begin to physical therapy, sports physical therapy, implement their group research/capstone Physical therapists are involved in the women’s health, or clinical electrophys- project, and explore the basic concepts restoration, maintenance, and pro- iology. of education as they relate to the profes- motion of optimal physical function. sion. Understanding of the psychosocial Their services prevent, minimize, or and cultural issues that affect patients eliminate impairments of body func- PHYSICAL THERAPY and their families, and the role of the tions and structures, activity limitations, PROGRAM: COMBINED BS/ physical therapist in helping patients and participation restrictions. Physical DPT CURRICULUM function in a variety of environments therapists work to diagnose and man- The physical therapy program at (home, work, school) is stressed in all age movement dysfunction; restore, SUNY Downstate is a long-standing professional courses. maintain, and promote optimal physical accredited program, which has been function; promote wellness and fitness; in existence since 1966 and graduated In the third year, students continue and prevent the onset and progression its first class in 1969. In 2006, the BS/ with courses focused on the theory and of impairments, functional limitations, DPT program was awarded approval practice of physical therapy, complete and disabilities due to various diseases, by the Board of Trustees of the New and present their group research/cap- injuries, conditions, or disorders. They York State Education Department. In stone project, and participate in more perform examination, evaluation, and April 2013, it was granted a 10-year full advanced topics in professional practice the establishment of a diagnosis and a re-accreditation status by Commission such as administration and differential prognosis in order to determine the most of Accreditation in Physical Therapy diagnosis. They engage in extensive appropriate intervention(s) for patients/ Education (CAPTE) to offer a post-bac- clinical education and grand rounds clients with neuromuscular, musculo- calaureate entry-level physical therapy courses, which enable them to integrate skeletal, cardiovascular/pulmonary, and program. theoretical and practical skills, develop integumentary disorders.* self-confidence, and become aware of their responsibilities as members of the Physical therapist intervention includes health team. Students are supervised by patient/client instruction, airway clear- experienced clinicians who will meticu- ance techniques, assistive technology, lously evaluate their clinical performance biophysical agents, functional training, in an effort to maximize their overall
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 33 effectiveness. This curriculum helps stu- nents of the curriculum. Students com- doctoral-prepared practitioners. They dents develop the critical thinking and plete a total of 39 credits in full-time will be assigned to the broadest range clinical decision-making skills warranted Clinical Internship courses. of clinical educational experiences avail- of graduates of a Doctor of Physical able, including specialty areas, such as Clinical Internship I is the students’ Therapy degree program. pediatrics, geriatrics, burn rehabilitation, first experience under the supervision of performing arts physical therapy, and In the various professional courses, clinical faculty, and their first full-time home care. students make class presentations and/ clinical educational experience. It is an or provide critical analyses of journal eight-week, full-time clinical educational Clinical Internship IV is a 12-week, articles and case studies. They will learn experience that occurs during the sec- full-time clinical educational experience how to engage in evidence-based prac- ond year in the program. This spring that occurs in the spring semester of the tice, using the highest form of evidence, semester course emphasizes appropriate third year. This course fosters the devel- the randomized controlled clinical trial, professional behavior, communication opment of more advanced patient/client upon which to base their clinical deci- skills, and the performance of essential management skills. The ultimate goal is sions. physical therapy examination, evalua- for the student to become a competent, tion, diagnosis, prognosis, plan of care, doctoral-prepared, entry-level physical Students complete a research/capstone and intervention skills. Students are therapist who utilizes clinical reasoning project with a small group of 2-4 stu- assigned to hospitals, ambulatory care and clinical decision-making skills. dents under the guidance of a faculty centers, geriatric facilities, or outpatient mentor. They are required to present Clinical Internship IV is the most practices. Following Clinical Internship their research/capstone project in a plat- advanced course in the clinical edu- I, the students learn more advanced form presentation at a center-wide col- cation sequence. Following Clinical theory and skills. Problem-solving ses- loquium, and display their project in a Internship III, the student returns to sions and discussions give the students poster format. They may also submit an the classroom to integrate all academic an opportunity to build on experiences abstract of their project for presentation knowledge learned in the program with from Clinical Internship I. at a state-wide or nationwide physical the clinical educational experiences therapy conference. Clinical Internship II is a 9-week, full- through Differential Diagnosis. The time clinical experience that is scheduled student then returns to the clinic in for the summer semester of the third Clinical Internship IV in a culminating CLINICAL EDUCATION year. This course will foster the develop- clinical educational experience. Before Over 100 physical therapy centers repre- ment of more advanced skills in patient/ entering this experience, the student senting a variety of practice settings are client management. The goal is for stu- has satisfactorily completed all course affiliated with SUNY Downstate’s phys- dents to continue to integrate their aca- work in the foundational sciences, clin- ical therapy program. The majority of demic knowledge with clinical skills and ical sciences, and professional courses. these clinical centers are located in the experiences and to continue to develop Learning experiences are planned with New York metropolitan area. However, as doctoral-prepared practitioners. By the student to allow him/her to demon- to accommodate the interests of stu- the time the students engage in Clinical strate increasing ability in the skills of dents who would like to explore other Internship II, they have successfully examination, evaluation, diagnosis, settings and cultures, clinical affiliation completed course work in all founda- prognosis and intervention, and flexibil- sites outside the tri-state area and abroad tional sciences, as well as physical thera- ity in administering these skills in accor- are available. During Introduction to py professional courses in all major areas dance with the patient’s/client’s medi- Clinical Practice in the second year, of physical therapy practice, including cal, physical, and psycho-social profile; students are required to complete a musculoskeletal, neuromuscular, cardio- the patient’s/client’s environment; and placement request form indicating their vascular/pulmonary, and integumentary objectives of the patient’s/client’s total preferences for clinical sites. Student areas. The students are assigned to a program. needs and assignment requests are taken wide variety of clinical settings, includ- into account and matched with available ing acute care, adult rehabilitation, sites whenever possible. orthopedic outpatient, and cardiovascu- ACCREDITATION, lar/pulmonary settings. CREDENTIALING, AND The clinical education program has LICENSURE been developed to reflect the impor- Clinical Internship III is a 10-week, full- The Commission on Accreditation of tance of professional growth and good time clinical educational experience that Physical Therapy Education (CAPTE) patient/client care. In the curriculum, occurs in the fall semester of the third of the American Physical Therapy clinical education is integrated with year, following most of the academic Association (APTA), located at 1111 the progressively increasing levels of course work. This course will foster North Fairfax Street, Alexandria, VA expected student performances in vari- the development of entry-level skills in 22314-1488, accredits the program. ous domains of physical therapy clinical patient/client management and continue The program is registered by the New practice. The objectives of each clinical the integration of academic knowledge York State Education Department. education course are derived from the with clinical skills and experience as Graduates are eligible to sit for the knowledge and skills developed in the students continue to develop to become National Physical Therapy Examination previously completed academic compo-
34 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS (NPTE) administered by the Federation COURSE DESCRIPTIONS-BS teaching modules to various target audi- of State Boards of Physical Therapy IN HEALTH SCIENCES ences. The clinical education of the phys- (FSBPT). All 50 states and three addi- The BS/DPT curriculum in the physical ical therapy student will be addressed, tional jurisdictions use the NPTE as therapy program at SUNY Downstate including preparation for their future one factor in the licensure of physical consists of 135.5 credits of physical thera- role as a clinical instructor and challenges therapists. To be licensed as a physical py professional courses. The 135.5 credits they might face in the clinical or work- therapist in New York State, the indi- consist of 43 credits at the undergraduate place environment. Discussion/laboratory. vidual must be of good moral character, level and 92.5 credits at the graduate level. Spring. 2 credits. at least 18 years of age, meet education Interdisciplinary courses are described on PHTH 3300 and examination requirements, and file pages 46-47 of this Bulletin. The follow- Professional Development I an application with the New York State ing are descriptions of the Undergraduate This course covers the psychosocial man- Education Department Office of the Physical Therapy professional courses. ifestations of disability, issues related to Professions. professionalism, ethics, patient rights, and PHTH 3200 physical therapy practice. The following Pathology topics will be explored: history and devel- GRADUATION HONORS Basic disease processes and functional opment of the profession, legal and eth- Samuel B. Feitelberg Award for Academic impairments are studied in correlation ical aspects of physical therapy practice, and Clinical Excellence—presented to with their anatomical substrates; major The Guide to Physical Therapy Practice, a graduating student for outstanding emphasis is on the cardiovascular/pulmo- professional and ethical patient care achievement. nary, neuromuscular, and musculoskeletal responsibilities, interpersonal commu- systems. This is a foundational science nication, the Americans with Disability New York Chapter, American Physical course, which builds upon previous Act, and issues surrounding people with Therapy Association Student Participation study of anatomy and physiology and disabilities. In an off-campus assignment, Award—presented to a graduating student concurrent knowledge being learned in students will measure the accessibility of for leadership qualities, initiative, involve- the Medical Sciences course. Pathology a public facility in NYC and compare ment in professional or community activ- provides an important background for their findings to ADA guidelines. Lecture/ ities, and demonstration of humanitarian study of the clinical sciences and physical discussion/clinical experience. Summer. 2 concerns. therapy professional courses. Students credits. learn through interactive lecture, textbook Brooklyn-Staten Island District, New readings, and visits to University Hospital PHTH 3301 York Chapter, American Physical Therapy of Brooklyn’s morgue to observe autop- Physical Therapy Examination I Association Student Participation Award— sies. Lecture/laboratory. Spring. 3 credits. This laboratory course, taught con- presented to a graduating student for currently with kinesiology lecture, is leadership qualities, initiative, and involve- PHTH 3206 designed to provide students with an ment in professional activities. Musculoskeletal Physical opportunity to integrate the lecture’s the- Therapy I oretical concepts with hands-on practical Program Research Award—presented to the This course will develop the student’s application of musculoskeletal and neu- graduating students with the best group clinical decision-making skills and ability romuscular tests and measures that form research/capstone project. to appropriately screen, examine, evaluate, the foundation of physical therapy exam- develop, and implement physical therapy Alumnae Award—presented to a graduat- ination. This course covers specific mus- plans of care for people who have muscu- ing student for leadership qualities, initia- culoskeletal and neuromuscular tests and loskeletal dysfunctions. In this lecture/lab- measures including goniometry, manual tive, and involvement in professional or oratory course, the student will critically community activities. muscle testing, sensory testing, deep ten- review the theory and practice of muscu- don reflex testing, posture evaluation, gait Brooklyn Free Clinic Award—presented loskeletal physical therapy with emphasis analysis, and select musculoskeletal special to a graduating student or students for on methods of examination, evaluation, tests. Issues of reliability, validity, sensitiv- outstanding volunteer physical therapy and manual therapy interventions for ity and specificity will be addressed with service to the Brooklyn Free Clinic (BFC). the extremities. Therapeutic exercise will all examination techniques. Laboratory. The student must have been registered in also be integrated throughout the course. Fall. 1 credit. the CHRP BFC elective course for at least Lecture/laboratory. Spring. 3 credits two consecutive semesters to be consid- PHTH 3207 PHTH 3302 ered for this award. Principles of Education in Patient/Client Management I Physical Therapy This course integrates the use of com- This course covers the study and appli- plementary and alternative therapies into cation of teaching techniques as applied physical therapy practice. Through lecture to the practice of physical therapy. There and discussion, students investigate best will be opportunities to design home evidence for complementary and alterna- programs and discuss issues of patient tive therapies and the role of the physical adherence to physical therapy programs. therapist in administering and supervising Students will also have the opportunity to hands-on interventions. Laboratory expe- develop skill in preparing and presenting riences focus on the process of self-dis-
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 35 covery in learning about the influence of both parties. Students apply the patient/ py professional courses. The 135.5 credits one’s own posture and body mechanics client management model, preferred consists of 43 credits at the undergrad- on perceived touch and response to practice patterns, and the Nagi Model of uate level and 92.5 credits at the grad- hands-on intervention. Students learn to Disablement as part of clinical decision uate level. Interdisciplinary courses are design goals and plans of care and select making in this basic skills course. This described on pages 46 of this Bulletin. and administer hands-on therapies based course provides a foundation for the upon current evidence, the needs of the learning of therapeutic exercise, which PTDP 6110 individual and the results of patient/client will be further integrated in the muscu- Capstone Project I: Proposal examination and evaluation. Conceptual loskeletal physical therapy courses. The Development frameworks for clinical decision-making learning format of this class is lecture, This course provides a forum for students models are discussed along with applica- laboratory, clinical observation, role-play- to develop a draft introduction section of tion of the Nagi Model of Disablement ing, case-based learning, and discussion. a formal proposal for their final capstone with regard to complementary and alter- Lecture/laboratory/discussion. Fall. 3 credits. project. Students working in small groups native therapies. Lecture/laboratory/discus- select from a choice of faculty-generated sion. Fall. 2.5 credits. PHYS 3212 projects. Students will identify a concep- Neurophysiology of Motor tual framework, problem statement, and PHTH 3401 Control purpose for their proposed project, and Physical Therapy Examination II This course expands upon the neurophys- provide a preliminary review of relevant This course is designed to integrate the iology presented in Principles of Human literature to support the structural frame- tests and measures covered in Physical Physiology and Biochemistry, going into work for their final project. Students sub- Therapy Examination I into a patient greater depth in aspects of sensorimotor mit the written capstone proposal at the evaluation that leads to a diagnosis based control of movement, especially relevant end of the semester. Examples of projects on subjective and objective evidence. The in understanding patients. include, but are not limited to: elimination of biases and errors in the The approach to sensorimotor control 1. Research study clinical decision-making process and the will usually initially stress the importance 2. Disability awareness education role of the examiner as an instrument in of studying human neurological disease module for a specified audience the physical therapy patient examination in providing the first clues as to the 3. Development of an evidence-based process will be covered, with an emphasis function of brain structures. Subsequent home exercise program for a on performing the subjective examina- understanding of structure-function rela- specific diagnosis tion. This course will also provide an tionships has usually depended heavily introduction to the differential diagnosis on animal experimentation. Such animal 4. Development of an exercise video of sensory complaints by integrating the experiments have led to explanations for a specified audience “MRS” process into the objective exam- at progressively finer structural levels, 5. Development of an educational ination. The pathophysiology underlying especially membrane function. The intel- video for a specified audience the onset of upper motor signs in trau- lectual challenge is to reverse the reduc- matic brain injury will also be presented. 6. Examining different modes of tionist trend and deploy the membrane learning in physical therapy education This course will also cover specific tests mechanisms that have been elucidated to and measures including, but not limited explain motor behavior. 7. Pilot testing examination and to, indirect blood pressure measurement, intervention equipment used in In recent years, technical advances, both pulse oximetry, cutaneous sensory testing, PT lab courses non-invasive and invasive, have trans- Sensory Organization Testing, the Berg formed our ability to investigate the Seminar/Independent Study. Spring. Balance Test, the Multidirectional Reach mechanisms operating in human senso- 1 credit. Test, the Timed Up and Go Test, the rimotor control. When appropriate, these Dizziness Handicap Inventory, and the PTDP 6101 will be discussed in lecture or demonstrat- Glasgow Coma Scale. Lecture/laboratory/ Clinical Internship I ed on human subjects during lectures. discussion. Spring. 1 credit. This is the first course in the clinical edu- Thus, our understanding of human senso- cation sequence. The clinical education PHTH 3402 rimotor control now rests on the study of experience is planned by the Academic Patient/Client Management II human disease, animal experiments and Coordinator of Clinical Education In this course, students discuss, identify, experiments on humans, which serve to (ACCE) and faculty to augment the indi- select, and implement basic patient care test and validate the applicability of the vidual learning needs and goals of the stu- strategies and techniques related to range animal research to humans. Lecture/discus- dent. Students are placed in one clinical of motion, transfers, ambulation with sion/Lab Demonstration. Spring. site for an eight-week clinical educational assistive devices, strength, endurance, 1.5 credits. experience. Clinical experience. Spring. plyometric and flexibility training, basic 8 credits. care skills in acute care settings, and use of therapeutic exercise equipment. COURSE DESCRIPTIONS PTDP 6102 Students critically evaluate and prac- – DOCTOR OF PHYSICAL Grand Rounds I tice ways to maximize the relationship THERAPY (DPT) This is the first course in the grand between the patient/client and therapist, The BS/DPT curriculum in the physical rounds sequence. This seminar will focus educate others and assure efficient pos- therapy program at SUNY Downstate on exploring the expectations of physical ture and body mechanics/ergonomics of consists of 135.5 credits of physical thera- therapy students in a clinical setting.
36 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS Issues related to the therapist-patient rela- application of, electrotherapy. Students PTDP 6210 tionship and student-clinical instructor will learn the use of therapeutic electricity Capstone Project II (CI) relationship will be examined. Issues for muscle strengthening, pain manage- This is a continuation of Capstone regarding professional behavior, dealing ment, and enhancement of circulation Project I. It is a preparatory course with clinical problems, and the grading and wound and bone healing. Lecture/ that may include the beginning of the scheme used by the CI will be discussed. laboratory. Summer. 3 credits. data collection phase of the students’ Students will learn how to effectively final capstone project. While working approach the clinical educational experi- PTDP 6108 closely with a faculty mentor, students ence through discussion, role-play, and Patient/Client Management III: examine ethics in research and complete selected readings. Following the Clinical Physical Agents an Investigator Education Program Internship I course, students continue This course focuses on critically analyzing offered by Downstate’s Institutional with Grand Rounds I to discuss and the thermal and mechanical agents that Review Board (IRB). The Investigator provide feedback regarding their clinical are used by physical therapists. The phys- Education Program consists of examining educational experience. They will also ical principles and physiological effects of Downstate’s Multiple Project Assurance present a 20-minute case report concern- heat, cold, water, light, traction, external (MPA) of Compliance with DHHS ing one relevant case for physical therapy compression, and high-frequency electri- Regulations for the Protection of Human based on Clinical Internship I. Physical cal currents are presented. Clinical deci- Subjects, the Belmont Report, and the therapy faculty are invited to attend and sion-making in the selection, application IRB’s Principal Investigator’s Procedures participate in Grand Rounds I. Grand and evaluation of thermal and mechanical Manual for the Use of Human Subjects Rounds I will be open to members of the modalities is discussed and practiced in Research. They will also complete Downstate community and the program’s within the context of a comprehensive the on-line Collaborative IRB Training clinical sites. Seminar. Spring. 1 credit. plan of care to address impairments and Initiative training program, IRB conflict functional limitations. The safe and effec- of interest on-line training, and submit a PTDP 6105 tive practical applications of the modali- mock IRB application and informed con- Motor Control and Motor ties are part of comprehensive laboratory sent form to their capstone project men- Learning I sessions. Lecture/laboratory. Summer. 2 tor. Seminar/Independent Study. Summer. In this course, students will discuss and credits. 1 credit. compare theories of motor control of movement; motor learning; and issues PTDP 6109 PTDP 6201 related to performance, memory, atten- Introduction to Clinical Practice Clinical Internship II tion, and learning. Students will evaluate Students spend four half-days in an This course is a continuation of the clinical and scientific evidence supporting in-patient setting, working in pairs with clinical education sequence (II of I-IV). the different theories of motor control a clinical instructor. This experience This is a 9-week, full-time clinical educa- and motor learning. Students will also enables the student to observe a master tional experience that is scheduled for the critically evaluate evidence for develop- clinician for the purpose of seeing and summer semester of the third year. This ment and control of posture; mobility; analyzing excellent clinical performance course will cultivate the development of and reach, grasp, and manipulation activ- skills (cardiovascular/pulmonary and advanced skills in patient/client manage- ities. Influences of action and perception musculoskeletal) of an experienced prac- ment. Students will be assigned to clinical of the individual on motor control and titioner in a specialized clinical setting. settings that are appropriate for their motor learning will be discussed and the Packets of information are sent to the knowledge base at that juncture of the effects of constraints of the individual, clinical instructors (CIs) prior to student program. Clinical sites include, but are task, and environment on motor out- arrival, including a brief evaluation form not limited to, adult rehabilitation, acute comes will be appraised. Lecture/discussion. to be completed by the CI to document care, orthopedic outpatient, and cardio- Summer. 2 credits. student attendance and performance. vascular/pulmonary settings. Clinical This experience also provides an oppor- experience. Summer. 9 credits. PTDP 6106 tunity for new CIs to work with students Clinical Electrophysiology on a limited scale before they supervise a PTDP 6202 This course is designed to provide stu- full-time student and for students to work Grand Rounds II dents with the underlying theories, cooperatively in small groups to enhance This is the second course in the grand scientific bases, biological effects, and learning. rounds sequence. The ACCE will coor- clinical applications that support the use The classroom portion of the course dinate a general Grand Rounds, in which of electrotherapeutic modalities. The prepares students to enter the clinical each student will be required to present course includes a lecture component environment by providing them with a 20-minute case report concerning one during which theoretical processes will a short review of major coursework in relevant case for physical therapy based be presented and a supervised laboratory musculoskeletal, neuromuscular, basic on Clinical Internship II. Physical ther- component for practice in the selection, examination, and interviewing skills. apy faculty are invited to attend and rationale for use, effects, indications, and Students will also be introduced to participate in Grand Rounds. Grand contraindications for the application of Case Report Methodology, introduced Rounds will be open to members of the the various electrotherapeutic modalities. to journaling with an awareness of self, Downstate community and the program’s Students will be given basic information and complete the training for the web clinical sites. This seminar will focus on on electrodiagnostic testing; however, the Clinical Performance Instrument (CPI) exploring the expectations of physical course will emphasize the examination, with knowledge expectations of the four therapy students in a clinical setting. evaluation and indications for, and the Clinical Internship courses. Fall. 2 credits. Issues related to the therapist-patient
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 37 relationship and student-clinical instruc- PTDP 6206 also submit their abstract to a professional tor relationship will be discussed. Issues Cardiovascular/Pulmonary association for presentation. Students will regarding professional behavior, dealing Physical Therapy work closely with their faculty mentor to with clinical problems, and the grading This course covers screening, examina- complete the activities required for this scheme used by the CI will be empha- tion, differential diagnosis, and therapeu- course. Seminar/Independent Study. Fall. sized. Seminar. Summer. 1 credit. tic interventions specific to the cardiac, 1 credit. vascular, and pulmonary systems. An PTDP 6204 emphasis will be placed on impairments PTDP 6301 Musculoskeletal Physical related to primary and secondary dysfunc- Clinical Internship III Therapy II tion of the cardiac and ventilatory pumps. This course is a continuation of the This course is a continuation of Topics include cardiovascular and pulmo- clinical education sequence (III of I-IV). Musculoskeletal Physical Therapy I. In nary rehabilitation, wellness, and preven- This is a 10-week, full-time clinical edu- this lecture/laboratory course, students tative care for acute and chronic condi- cational experience that is scheduled for will critically review the theory and prac- tions across the lifespan. Issues of reliabil- the fall semester of the third year. This tice of musculoskeletal physical therapy ity, validity, sensitivity, and predictability course will cultivate the development of with emphasis on methods of examina- of screening and examination techniques entry-level skills in patient/client man- tion, evaluation, and manual therapy will be addressed. Laboratory assignments agement and continue the integration of interventions for the spine as well as emphasize examination and designing and academic knowledge with clinical deci- analyze the physical therapy management implementing interventions for patients/ sion-making and critical thinking skills as of patients with complex musculoskel- clients with cardiovascular/pulmonary students continue to develop to become etal problems. They will also examine impairments. Lecture/laboratory/discussion. doctoral-prepared practitioners. Students the clinical decision making involved in Summer. 5 credits. will be assigned to clinical settings appro- differential diagnosis of musculoskeletal priate with their knowledge base at that problems. Therapeutic exercise will also PTDP 6208 juncture of the program. Clinical sites be integrated throughout the course. Neuromuscular Physical Therapy may include specialty areas such as pedi- The course will be organized around a This course is a continuation of Motor atrics, geriatrics, burn rehabilitation, per- problem-based and case-based approach, Control and Motor Learning I and II, forming arts physical therapy, and home along with learning of advanced manual in which students integrate screening, care settings. Clinical experience. Fall. therapy psychomotor skills in the labo- examination, evaluation, physical therapy 10 credits. ratory. Through critical analysis of out- diagnosis, prognosis, plan of care, inter- come-based literature related to muscu- vention, reassessment, and discharge plan- PTDP 6302 loskeletal examination and intervention, ning into the total care of patients/clients. Grand Rounds III students will also learn how to engage In this course, students apply the Nagi This is the third course in the grand in evidence-based practice when dealing Model of Disablement and the patient/ rounds sequence. The ACCE will coor- with patients/clients with musculoskele- client management model to the physical dinate a general Grand Rounds, in which tal problems. Students will learn how to therapy management of patients/clients each student will be required to present manage patients with partial and total with neuromuscular disorders through a 20-minute case report concerning one joint arthroplasties. Lecture/discussion/labo- discussion, role modeling, and case-based relevant case for physical therapy based ratory. Fall. 5 credits. learning. Students are guided through on Clinical Internship III. Physical ther- problem-solving activities to design, apy faculty are invited to attend and PTDP 6205 supervise, and implement physical thera- participate in Grand Rounds III. Grand Motor Control and Motor py intervention based upon the needs of Rounds III will be open to members of Learning II the individual with complex neurological the Downstate community and the pro- This course is a continuation of Motor and multi-system impairments. Students gram’s clinical sites. This seminar will Control and Motor Learning I in which integrate the needs of the patient, family, focus on exploring the expectations of students compare and contrast different caregivers, and society into the practice physical therapy students in a clinical set- therapeutic models related to atypical of physical therapy. Lecture/ laboratory/ ting. Issues related to the therapist-patient human movement. Students design, discussion. Spring. 4 credits. relationship and student-clinical instruc- implement, and modify therapeutic plans tor relationship will be discussed. Issues based upon examination, evaluation, and PTDP 6310 regarding professional behavior, dealing diagnosis of impairments and function- Capstone Project III with clinical problems, and the grading al limitations. Evidence for the various This is a continuation of Capstone scheme used by the CI will be empha- therapeutic exercise models will be evalu- Project III. It is the final course in the sized. Seminar. Fall. 1 credit. ated. The learning format of this class is capstone project series, which leads lecture, laboratory, clinical observation, toward completion of the project under PTDP 6304 role-playing, case-based learning, and dis- the guidance of a faculty mentor. Professional Development II cussion. Lecture/discussion. Fall. 4 credits. Students will complete their capstone In this course students will examine both project and present it at a scientific forum accepted principles of medical ethics and to be arranged by the Physical Therapy ethics in the profession of physical ther- Department. Students will submit a apy. Legal and established professional bounded manuscript detailing the proj- standards will be identified. Students ect and make a standard poster for the will address issues related to the forces presentation of the project. Students may that shape ethical development such as social, cultural, and historical influences.
38 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS Students will learn to analyze ethical contrast methods, effect of projection services to the general population. This dilemmas and develop ethical reasoning angle, correct viewing methods, fracture required course provides a foundation in pursuit of appropriate action. The assessment, and perception of the third that is designed to provide the student learning format of this class is lecture and dimension will be discussed, and provide with the skills and knowledge necessary discussion based on assigned readings and the basis for radiographic assessment of to manage a physical therapy service. case studies. Lecture/discussion. Fall. the axial and appendicular skeleton. This Lecture/discussion. Spring. 1 credit. 1 credit. course will also provide the student with the knowledge necessary to comprehend PTDP 6410 PTDP 6305 MRI, CT, and contrast imaging in the Capstone Project IV Preventative Care and Health neuromuscular, musculoskeletal, and car- This is a continuation of Capstone and Wellness diopulmonary systems. Lecture/discussion. Project III. It is the final course in the This course will provide an overview Spring. 1 credit. capstone project series, which leads of the concepts of health promotion toward completion of the project under and wellness and is directed towards PTDP 6308 the guidance of a faculty mentor. prevention of primary and secondary Integumentary Physical Therapy: Students will complete their capstone impairments, functional limitations, and Prosthetics and Orthotics project and present it at a scientific forum disabilities of individuals within commu- This course covers the pathomechan- to be arranged by the Physical Therapy nities. The social determinants of health ics, biomechanics, and prescription of Department. Students will submit a will be explored and theories affecting prosthetic and orthotic devices, as well bounded manuscript detailing the proj- wellness behaviors introduced. The course as the examination and intervention of ect and make a standard poster for the will entail the critical analysis and design individuals with wounds, amputations, presentation of the project. Students may of typical intervention sites as well as a and peripheral vascular compromise. The also submit their abstract to a professional framework for implementing effective use of sterile technique, hydrotherapy and association for presentation. Students will programs. The format of teaching will the principles of wound care are included. work closely with their faculty mentor include lecture, small-group discussion, The course will be in the form of lecture, to complete the activities required for and peer instruction. Lecture/discussion. discussion, laboratory, and demonstration this course. Seminar/Independent Study. Summer. 1 credit. sessions in order to prepare the student Spring. 1 credit. PTDP 6306 for working with individuals with periph- PTDP 6401 Pediatric Physical Therapy eral vascular compromise, wounds, limb Clinical Internship IV This course focuses on the physical amputations, and prescription orthotics This course is the most advanced course therapy management of neuromuscular, in the clinical setting. Lecture/laboratory/ of the clinical education sequence (I-IV). musculoskeletal, and pulmonary impair- discussion. Fall. 4 credits. This is a 12-week, full-time clinical ments and selected medical diagnoses PTDP 6309 educational experience that is scheduled in pediatric patients/clients. Pediatric Administration and Supervision for the spring semester of the third year. Physical Therapy places emphasis on in Physical Therapy The student, before entering this course, developmental disabilities. As a continua- This course is designed to provide infor- has satisfactorily completed all course tion of the Pediatrics Module of Medical mation and develop skills to manage an work in the program. The ultimate goal Sciences, it offers a specific application organized physical therapy service. There is for the student to become a compe- and synthesis of earlier knowledge specif- is an emphasis on effective management tent, doctoral-prepared physical therapist ically related to the pediatric population. principles, including organizational struc- with entry-level skills in patient/client The major theories of physical therapy ture, human resource management, fiscal management and integration academic patient/client management for children planning, department design, continuous knowledge with clinical decision making with developmental and acquired disabil- quality improvement, and risk manage- and critical-thinking skills. Students will ities are discussed. Classroom instruction ment. The course will also describe the be assigned to all clinical settings that includes interactive lecture, discussion, external environment of health-care deliv- are available to the program and will be and laboratory sessions with emphasis on ery, such as regulatory requirements, pro- expected to exhibit the skills and abilities problem-based learning, handling and fessional ethics, and medical-legal issues. of an entry-level practitioner by the end facilitation techniques, and therapeutic of this course. Clinical sites may include The purpose of the doctoral program in exercise. Pediatric clinical preceptorship specialty areas such as pediatrics, geriat- physical therapy is to prepare profession- experiences are also included. Lecture/dis- rics, burn rehabilitation, performing arts ally competent practitioners capable of cussion/laboratory/clinical experience. Fall. physical therapy, and home-care settings. performing comprehensive physical ther- 3 credits. Clinical experience. Spring. 12 credits. apy, differential diagnosis, intervention, PTDP 6307 and clinical research. Graduates of SUNY PTDP 6402 Radiology Downstate’s curriculum will provide Grand Rounds IV The purpose of this course is to provide competent and thorough physical therapy This is the fourth and final course in the the student with the knowledge necessary services to a diverse population of clients Grand Rounds sequence. The ACCE to visually comprehend plain radiographs based on available evidence-based prac- will coordinate a general Grand Rounds, and to integrate radiologic assessment tice. This will include patients with mus- in which each student will be required into physical therapy examination and culoskeletal, neuromuscular, integumen- to present a 20-minute case report con- treatment intervention. The principles of tary, and/or cardiopulmonary conditions cerning one relevant case for physical radiodensity with respect to human tissue, as well as health promotional and wellness therapy based on Clinical Internship IV.
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 39 The physical therapy faculty is invited to PTDP 6406 attend and participate in Grand Rounds Musculoskeletal Physical IV. Grand Rounds IV will be open to Therapy III members of the Downstate community This course will develop the student’s and the program’s clinical sites. This skills to appropriately examine, evaluate, seminar will focus on exploring the and design physical therapy interventions expectations of physical therapy students for people who have had musculoskeletal in a clinical setting. Issues related to the surgeries of the extremities and vertebral therapist-patient relationship and stu- column. Lecture. Spring. 1 credit. dent-clinical instructor relationship will be discussed. Issues regarding professional behavior, dealing with clinical problems, Interdisciplinary Courses and the grading scheme used by the clinical instructor will be emphasized. See p. 46 for course descriptions. Seminar. Spring.1 credit. ADMN 5400 Health Care Delivery in the US PTDP 6404 Pharmacology ANAT 3010 Human Gross Anatomy This course is designed to provide the student with the fundamental knowledge ANAT 3210 of different drug classifications and the Human Neuroanatomy pharmacodynamics of the most frequently INDI 3110 used drugs. Learning methods include Kinesiology lecture, audiovisual materials, journal arti- MSCI 3211 cles, and simulations. Lecture/discussion. Medical Sciences Fall. 2 credits. PHTH 3303 PTDP 6405 Research Methods and Differential Diagnosis Evidence-Based Practice In this course, students will learn to PHYS 3110 formulate a diagnosis based upon the Principles of Human Physiology screening, examination, and evaluation and Biochemistry of impairments and functional limita- tions of the patient/client. Students and PSYH 5111 faculty will use role-play and discussion Psychiatry to further integrate the screening, exam- ination, and evaluation of patients/clients with complex multi-system conditions. Through evidence-based clinical decision making, students will discuss the process of making a differential diagnosis. A case- based format will be used to integrate clinical findings in order to arrive at a diagnosis and to determine whether to initiate intervention or refer to anoth- er practitioner. Students will critically appraise the different physical therapy diagnoses made by classmates and those of expert practitioners. The scope of the physical therapy practice, formulating diagnoses, and referring to physicians and other health-care practitioners will be discussed. Lecture/discussion/lab. Spring. 2 credits.
40 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS PHYSICIAN ASSISTANT obtained by contacting the Office of the laboratories, and practical and simu- Bachelor of Science Degree Professions, Board of Medicine (www. lation experiences designed to provide op.nysed.gov/prof/med). students with the knowledge necessary Chairperson and Assistant Professor to address patients in a clinical con- Felix Nwamaghinna NCCPA is the only credentialing orga- text. The clinical phase consists of ten nization for physician assistants in the supervised clerkships (clinical training Medical Director United States and is dedicated to assur- experiences) at a broad range of clinical Samy I. McFarlane, MD ing the public that certified physician affiliates, designed to provide senior assistants meet established standards Professor students with a valuable opportunity of knowledge and clinical skills upon Dawn Morton-Rias to develop and refine their professional entry into practice and throughout their clinical skills. Graduates of the program careers. Assistant Professor are trained with an emphasis on pri- Edison Ruiz, Lorraine Sanassi, Ken Martinucci Academic regulations are outlined in the mary care but are qualified to practice SUNY Downstate Student Handbook Clinical Assistant Professor in a broad range of medical disciplines Jennifer Otey, Andrea Trimmingham, Julie and PA Program Handbook, provided under the supervision of a licensed Black-Peart on-line to all entering students. physician.
Adjunct and Clinical Faculty Daniel Agoha, May Nguyen, Joseph Turkson, THE PROGRAM ADMISSION REQUIREMENTS Norman McCullough, Alistair Cobham, The twenty-seven month, full-time pro- Please refer to pp. 9-15 of this Bulletin. Natalie Klinoff, Henry Landais, Olga Belyy, gram is designed to provide the academic Check for the latest requirements and Yana Chermodonova, Julia Brandman and clinical foundations for primary-care apply online through the Admissions physician assistants; foster the develop- section of Downstate’s website: http:// The physician assistant is a professional ment of the attitudes, values, and behav- sls.downstate.edu/admissions/chrp/pa/ member of the health-care team who ior appropriate for health-care providers; index.html. is qualified by academic and clinical and prepare students to participate in a team approach to patient care. Emphasis education to practice medicine with ACCREDITATION supervision by a licensed physician. is placed on understanding the role and Following a medical model of patient responsibilities of physician assistants in The program is accredited by the care, physician assistants are qualified the provision of quality health service, Accreditation Review Commission on to perform a wide range of duties tradi- inclusive of: the treatment and manage- Education for the Physician Assistant, tionally performed only by physicians. ment of disease states, meeting the health- Inc. and is approved by the New York Physician assistants obtain patient his- care needs of a richly diverse patient pop- State Board of Higher Education and tories; perform physical examinations; ulation, and fostering health promotion Board of Regents. The next accredita- diagnose illness; determine treatment and disease prevention. tion review will take place in 2019. plans; order and interpret laboratory, diagnostic, and therapeutic procedures; PROGRAM BACKGROUND GRADUATION HONORS and prescribe medication as well as pro- The SUNY Downstate Physician Academic Excellence – to the student vide patient education, counseling, and Assistant Program was developed in who has maintained a high GPA during follow-up care. 1990 to meet the expanding health-care the didactic phase and has demonstrat- Physician assistant program gradu- needs of the underserved in Brooklyn ed outstanding professionalism. ates in New York State are required and New York City. The program grad- Clinical Excellence – to the student to successfully complete the National uated its first class in 1992 and contin- who has demonstrated outstanding Commission on Certification of ues to enroll a richly diverse, well-qual- clinical acumen, professionalism and Physician Assistant (NCCPA at www. ified applicant pool. The program is other qualities, which typify the PA nccpa.net) initial certification examina- nationally recognized for its leadership Profession. tion, before becoming licensed and reg- in urban PA education and deployment istered to practice medicine in the state. of diverse physician assistants. Patricia Devine Award for Achievement, However, they may obtain a limited Perseverance and Professional The program, which begins in late permit, which allows physician assistants Commitment – to a senior student who May or early June, offers a 27-month, to practice temporarily prior to passing performed very well while experiencing upper-division professional course of the board exam. The physician assis- extraordinary personal circumstances. study leading to the BS degree. The tant’s scope of practice is determined by curriculum integrates the basic sciences, Research Award – to the student who medical discipline, practice setting, level social sciences, medical sciences, and has demonstrated exceptional perfor- of expertise, and institutional guidelines. clinical experiences needed to provide mance in clinical research. Detailed information regarding the phy- a comprehensive introduction to the PA Class Facilitator – to the student sician assistant profession in New York practice of medicine. The four-semes- who demonstrates exemplary facili- State and licensure requirements may be ter didactic phase consists of lectures,
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 41 tation of the success of their fellow PHAS 3011 sider the concepts of preventive services, classmates above and beyond their own Neuroanatomy for PA Students health promotion, and disease prevention individual needs. This course is designed to introduce the for the individual, family, and communi- student to the major functional com- ty. Students are introduced to the princi- Student Leadership Award – to the PA ponents of the central nervous system. ples of adult learning, teaching, and coun- class president for providing able lead- Emphasis is given to those aspects that seling relative to the health education and ership of the PA class and PA Club and relate to the role of the central nervous counseling of patients throughout the confidently representing the class to the system in health and disease. The course life cycle. Emotional challenges of daily PA program and campus community. provides students with the basic knowl- living, normative response to illness and edge of neuroanatomy essential to clinical injury, stress reaction, and stress reduc- physician assistant practice. The course tion are explored. Students are introduced CAREER OPPORTUNITIES consists of lectures, labs, and independent to concepts of morbidity and mortality in Employed in all health-care settings study. (Prerequisite: ANAT 3010 Human relation to disease states, incidence, prev- and in every medical and surgical spe- Gross Anatomy.) Lecture, Labs. alence, relative risk, health screening, and cialty, physician assistants function to 5.5 credits. immunization guidelines, as well as life- increase access and enhance the quality style risks. Students also gain a working of patient care while contributing to PHAS 3100 knowledge of the principles and tools of Clinical Microbiology/ epidemiology and their relevance to clin- medical cost containment. Demand for Immunology ical practice, individual and community physician assistants is steadily increas- This course builds upon general princi- education, public health, and Systems ing, with approximately three to four ples of microbiology and immunology Based Practice (SBP) and Problem Based employment opportunities for every and examines the role of bacteria, proto- Learning Initiative (PBLI). (Prerequisite: new graduate. zoa, parasites, viruses, and rickettsia and MSCI 4100 Research Methods.) Lecture, helminths in disease and public health. For detailed information regarding lecture presentations, community service. Included are the systemic diseases caused the physician assistant profession on 2 credits. a national level, contact the American by these organisms, host parasite rela- Academy of Physician Assistants tionship, and chemotherapeutic agents. PHAS 3207 (AAPA) at www.aapa.org; the New Topics of immunology, including resis- Physician Assistant Practice tance to disease, immunity, serology, and York State Society of Physician This course provides physician assistant immune disorders, are also considered. students with an introduction to clinical Assistants (NYSSPA) at www.nyss- Emphasis is placed on medical application pa.org; and the Physician Assistant practice through the study of the develop- and basic clinical diagnostic procedures. ment of the physician assistant profession. Education Association (PAEA) at www. Lecture. 2 credits. Emphasis is placed on understanding paeaonline.org. the physician assistant’s role in the team PHAS 3101 approach to primary health care through EKG Interpretation cost-effective treatment and management, COURSE DESCRIPTIONS This course provides students with basic health promotion and disease preven- knowledge electrocardiogram (EKG) PHAS 3006 tion, and patient/community education. interpretation, essential for patient care. Interviewing and Physical Lecture-Field Work. 0.5 credits. Diagnosis The emphasis will be on the normal and This course introduces the student to the pathologic finding EKG tracings. In PHAS 3211 fundamentals of the medical interview addition, students will consider the differ- Clinical Decision Making and the physical examination. Students ential diagnoses of EKGs within a clinical This course is designed to reinforce and acquire the knowledge and skill necessary context. This module presents normal refine skills acquired in “Interviewing to obtain a complete medical history. electrocardiograms, from which students and Physical Diagnosis” and to further Topics include interviewing techniques, will build their knowledge to include prepare physician assistant students for cultural barriers, and effective communi- pathologic processes such as arrhyth- the clinical phase of the curriculum. cation methods. Students develop the skill mia and ischemia. (Prequisites: PHAS Through the process of developing necessary for performing and recording a 3110 Principles of Human Physiology focused history and physical examination, complete physical examination, including and Biochemistry and PHAS 3300 students will begin to integrate infor- medical note taking. This course is also Pathophysiology.) Lecture. 0.5 credits. mation, formulate differential diagnoses designed to prepare the physician assistant through critical thinking, and establish PHAS 3102 appropriate treatment plans. Utilizing a student for the clinical phase of the cur- Health Promotion and Disease riculum. Emphasis is on the development Prevention case-based approach, students learn to recognize the presentation of common of the skills and techniques necessary for This course is designed to provide PA diseases/disorders, process patient data, performing comprehensive and focused students with a didactic foundation in establish diagnostic strategies, and con- physical examinations, utilizing specific the principles of health promotion, risk sider the methods used in the treatment techniques and diagnostic procedures. reduction, and disease prevention so that and management of patients. Students (Prerequisite: ANAT 3010: Human Gross they will be able to integrate components will further develop patient education and Anatomy.) Methods include lectures, labs, of clinical preventive services into their counseling strategies to promote health case-based learning (CBL). 4 credits. daily clinical PA practice. Students con- and prevent disease. As part of the devel-
42 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS opment of these clinical skills, students and sexual orientation, variety of sexu- toms associated with disease entities of participate in the Physician Assistant al behaviors, values and attitudes, and organ systems or disciplines: cardiology, Mentoring Program, in which students dysfunctions. (Prerequisite: PHAS 3006 dermatology, endocrinology, gastroenter- are paired with and observe a practicing Interviewing and Physical Diagnosis.) ology, hematology/oncology, infectious physician assistant. (Pre-requisites: PHAS Lecture. 1 credit. disease, nephrology, neurology, pulmo- 3006: Interviewing and Physical Diagnosis nary, and rheumatology. Emphasis is and PHAS 3301 Adult Primary Care PHAS 3252 on the primary-care approach to patient Medicine). Lecture and observation. Long-Term Care and Gerontology care through correlating common clinical 2 credits. This course will provide an overview of presentations with appropriate evaluation, the physiologic and psychosocial aspects including laboratory and diagnostic stud- PHAS 3212 of aging appropriate for the primary ies and management techniques. Students Introduction to Psychiatry care physician assistant. This behavioral will also consider their role in providing This course is designed to introduce stu- science course provides the student with health education to promote health and dents to the concepts of psychiatry as it an overview of issues related to caring prevent disease. (Pre-requisite ANAT relates to functional mental health and for chronically ill and dying patients. 3102 Human Gross Anatomy, PHYS the recognition of the mental illness in The student’s knowledge of SBP and 3110 Principles of Human Physiology and the primary care setting. Utilizing didactic PBLI will be reinforced. Students will Biochemistry, PHAS 3316 Introduction to instruction, role playing, evidence-based build upon the subject matter learned in Pharmacology). Lecture. 8 credits. research, problem-based learning, and “Interviewing and Physical Diagnosis,” group discussions, students explore the “Pathophysiology,” “Adult Primary Care PHAS 3311 PA’s role and responsibilities in the recog- Medicine,” “Pharmacotherapeutics,” and Pharmacotherapeutics nition, assessment, treatment, and referral “Essentials of Pediatrics, Obstetrics, and This course is an intensive structured of the psychologically impaired and the Gynecology.” (Prerequisite: PHAS 3212: study of clinical pharmacology and clin- mentally ill patient as encountered in Introduction to Psychiatry.) Lecture. 2 ical pharmacy. Drug classifications are the primary care and emergency depart- credits. discussed as they affect specific organ ment settings. Students are introduced systems, with emphasis on common to techniques utilized in performing a PHAS 3300 dosage, potential side effects and drug psychiatric interview and formulating Pathophysiology reactions, and factors affecting safety and appropriate treatment and management Pathophysiology provides a basic intro- effectiveness. (Prerequisite: PHAS 3316 plans. As part of primary care practice, duction to the study of disease and Introduction to Pharmacology.) Lecture. 4 techniques for patient education, preven- disease processes as a scientific basis for credits. tion, and early detection of psychiatric understanding health and disease in the illness are highlighted. (Prerequisite PHAS study of medicine. A clear understanding PHAS 3316 3006 Interviewing and Physical Diagnosis.) of structural and functional changes in Introduction to Pharmacology Lecture. 2 credits cells, tissues, and organs is imperative for This course provides the student with the optimal patient management, including basic concepts and underlying principles PHAS 3241 appropriate utilization of diagnostic of pharmacology. Emphasis will be in the Clinical Procedures techniques, therapeutic management, areas of pharmacokinetics and pharmaco- A series of lectures and practical lab and patient education and counseling. dynamics. Formalized models will be used sessions provide the physician assistant This course is designed and sequenced to systematically demonstrate the behav- student with basic knowledge and clinical to prepare students for the information ior of drugs in the body. (Corequisites: skill necessary to perform common med- that will be provided in “Adult Primary PHAS 3300 Pathophysiology, and PHYS ical procedures and demonstrate compe- Care Medicine.” This course provides 3110 Principles of Human Physiology and tency in minor suturing, venipuncture, the necessary linkage between the basic Biochemistry.) Lecture. 1 credit. medication administration, splinting and sciences and the clinical presentation of casting, endotracheal/nasogastric intu- disease. (Prerequisite: ANAT 3010 Human PHAS 3411 bation, urinary bladder catheterization, Gross Anatomy. Corequisite: PHYS 3110 Essentials of Pediatrics, bimanual pelvic examination, and lum- Principles of Physiology and Biochemistry.) Obstetrics, and Gynecology bar puncture. In addition, principles of Lecture, CBL module. 3 credits. This clinical medicine course provides a radiology are presented with emphasis on basic introduction to the diagnosis and interpretation of radiographic images to PHAS 3301 management of common problems in the facilitate clinical diagnosis and treatment. Adult Primary Care Medicine areas of pediatrics, obstetrics, and gyne- (Prerequisites: PHAS 3006 Interviewing This clinical medicine course provides cology. Building upon the basic knowl- and Physical Diagnosis, and PHAS 3301: students with the didactic foundation edge acquired in the prerequisite courses, Adult Primary Care Medicine.) Lecture. 3 necessary to address patients in a clinical this course assists students in their ability credits. context. This course builds upon stu- to recognize normal and abnormal condi- dents’ knowledge of anatomy, physiology, tions, treat and manage patient conditions PHAS 3251 and pathophysiology and their skills in commonly encountered in ambulatory Human Sexuality history taking and physical examination. as well as in-patient settings, and provide This course is designed to introduce the It introduces the fundamentals of internal health education. student to the biosocial basis of gender and primary care medicine through the To further assist students in their devel- development, including sex, gender presentation of common signs and symp- opment of the knowledge, skills, and
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 43 attitudes appropriate for professional PHAS 4000 PHAS 4210 clinical practice, clinical assignments in Clerkship in Internal Medicine Clerkship in Surgery pediatrics and gynecology are included This clerkship provides students with (Sub-specialty Elective) in this course. The clinical assignments practical clinical experience to interpret This clerkship provides students with provide an opportunity for students to and integrate information obtained via an additional opportunity to experience refine their skills in physical diagnosis the comprehensive history and physical patient management in surgical sub-spe- relative to women and children. Utilizing examination, formulate diagnoses, and cialties, such as trauma, transplant, neu- educational methods such as lecture, develop effective treatment plans. In addi- rosurgery, orthopedics, oncology, and/or readings, self-directed learning, and clin- tion, students learn the indications and plastic surgery. 3 credits/3 weeks. ical assignments, students gain greater limitations of diagnostic procedures and insight into broader aspects of health care, therapeutic regimens common to internal PHAS 4300 medicine. Students also identify areas for Clerkship in Emergency including health promotion and disease Medicine prevention through patient education. SBP and PBLI by completing assigned This clerkship provides students with (Prerequisite: PHAS 3301 Adult Primary projects. 6 credits/6 weeks. practical clinical experience by working in Care Medicine.) Lectures, community an urban acute-care setting. It enables stu- service. 4 credits. PHAS 4010 Clerkship in Internal Medicine dents to develop a focused and systematic PHAS 3421 (Sub-specialty Elective) approach in the diagnosis and treatment Essentials of Emergency This clerkship provides students with of common adult and pediatric medical Medicine and Surgery an additional opportunity to experience and surgical emergencies. This clinical medicine course provides an patient management in the medical 6 credits/6 weeks. opportunity for students to examine dis- sub-specialties, such as cardiology, hema- ease through the disciplines of emergency tology, oncology, and infectious disease. PHAS 4400 Clerkship in Obstetrics and medicine and the general and subspecialty 3 credits/3 weeks. Gynecology surgical focus. Building upon the basic knowledge acquired in the prerequisite PHAS 4100 In this clerkship, students gain practical courses, this course assists students in Clerkship in Pediatrics clinical experience in the diagnosis, eval- their ability to recognize emergent and This clerkship focuses on the diagnosis uation, and management of both normal surgical conditions, and to treat and and management of primary care pedi- and abnormal conditions in obstetrics and manage patient conditions commonly atric patients in ambulatory as well as gynecology. In addition, students learn encountered in emergency departments in-patient and Neonatal Intensive Care to provide prenatal and postpartum care, and surgical units. (Prerequisite: PHAS Unit (NICU) settings. Emphasis is on the family planning, health education, pre- 3301 Adult Primary Care Medicine.) recognition of normal as well as abnormal ventive services, and genetic counseling Lectures, CBL module. 5 credits. findings, management of neonates, and and other counseling as appropriate to the neonatal diagnoses and complications, obstetrics and gynecology patient. PHAS 3501 genetic disorders, and management of 6 credits/6 weeks. Issues of Professional Practice common childhood illness, assessment of This course provides a survey of con- development milestones, immunizations, PHAS 4500 temporary thoughts on ethical and legal and well-child care from birth through Clerkship in Family Practice/ issues concerning medical treatment and adolescence. 6 credits/6 weeks. Primary Care professional practice, as well as a personal This clerkship provides students with the exploration of individual values. Lecture. PHAS 4200 opportunity to gain experience in the Clerkship in Surgery treatment and management of ambula- 1 credit. This clerkship acquaints students with tory medical conditions. Emphasis is on the diagnosis and management of gen- effective and empathetic interviewing and CLINICAL CLERKSHIPS eral surgical problems encountered in counseling, as well as identification and Clinical clerkships are assigned by the hospital as well as ambulatory set- management of the broad spectrum of the program. Clinical assignments tings. Students participate in surgical primary care medical conditions that are cannot be refused by students except management during the pre-operative encountered in the ambulatory setting. It in extraordinary circumstances. phase, assist during surgery, and provide will also focus on health promotion and (Prerequisite: successful completion of all post-operative management. 6 credits/ disease prevention. 6 credits/6 weeks. didactic courses.) 6 weeks.
44 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS PHAS 4600 PHAS 5000 AND PHAS 5001 Clerkship in Psychiatry Independent Study This clerkship provides the training This provides students who are on a to diagnose and manage patients with modified course of study an opportunity psychiatric conditions in the ambulato- to review anatomy and physiology, inter- ry, in-patient, and emergency settings, viewing, physical examination, funda- including NICU units. Students learn mentals of pathophysiology, among other to recognize and treat acute and chronic areas. Courses are individualized to meet mental health disorders, affective and students’ academic and clinical needs. cognitive disorders, as well as disorders This is accomplished through written associated with substance abuse. assignments, exams, practicals, indepen- 3 credits/3 weeks. dent reading, auditing of lectures, review- ing software, audio and video resources, PHAS 4700 classroom demonstrations, and presenta- Clerkship in Geriatrics tions. Students on a modified course of This clerkship provides students with study are required to register for PHAS practical clinical experience in the diagno- 5000 and/or PHAS 5001. PHAS 5000 3 sis and management of common geriatric credits; PHAS 5001 4 credits. medical conditions in long-term care settings. Additional emphasis is placed on rehabilitation techniques, nutritional support, and psychosocial issues associat- Interdisciplinary Courses ed with the care of the elderly patient. 3 See p. 46 for course descriptions. credits/3 weeks. ADMN 3100 Health-Care Delivery in the PHAS 4800 United States Senior Seminar This course is designed to enhance the ANAT 3012 student’s clinical experience by thorough Human Gross Anatomy review of the content blueprints of organ systems, including but not limited to INDI 5012 cardiology, pulmonary, gastroenterology, Brooklyn Free Clinic Experience infectious diseases, endocrinology and PHYS 3110 hematology. Current changes and trends Principles of Human Physiology in medicine are addressed. Students and Biochemistry develop the skills necessary to research and prepare formal presentations. Lecture MSCI 4100 1 credit. Research Methods
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 45 INTERDISCIPLINARY and final written exams will include both INDI 5002 COURSES lecture material and assigned readings. Kinesiology The following courses are taken in The laboratory sessions use whole and This course consists of the study of common by students in different pro- sectioned brain material in exercises on human movement. Principles of bio- grams. See the individual Program of the brain and the vascular structure. In mechanics, kinematics, and kinetics are applied to students’ foundations in mus- Study forms to find out which courses the second half of the course, neuroanat- omy is taught with emphasis on how an culoskeletal anatomy. Kinetic and kine- are required for each program. intact nervous system leads to perception matic analysis of normal and abnormal movement. Additional lab and/or journal ADMN 3100/5400* and behavior and how a damaged nervous Health Care Delivery in the system fails. Lecture-laboratory. Spring. club component provides application to United States 2.5 credits occupational therapy practice. Lecture. Fall. 3 credits This foundation course provides an intro- ANAT 5001 duction to the present day health care Human Gross Anatomy INDI 5100 system in the United States. It provides This course involves the regional dissec- Research Methods an overview of historical perspective of tion, observation of the human body, and This course is an introduction to design- health care to present day and changes lectures, with emphasis on the musculo- ing and critiquing research studies in the in the future. Health economics, health skeletal system. Palpation laboratories are allied health professions. Lectures include care reform and financial reimbursement correlated with specific areas of dissection. the fundamentals of defining research will be covered. The course provides an Case-based assignments apply course problems, conducting literature reviews, opportunity for students to explore issues content to occupational therapy practice. selecting appropriate quantitative or related to professionalism and profession- Lecture-laboratory. Summer. 6 credits qualitative designs, adhering to research al practice. Computer presentation and ethics, designing studies, and collecting discussion. Fall. 1.5 credits ANAT 5101 and analyzing data. In a separate program Human Neuroanatomy seminar, students apply general research ANAT 3010 This course consists of the study of the Human Gross Anatomy concepts to the occupational therapy pro- central nervous system, including labo- fession and research principles to the use In this course the regional dissection and ratory examination of gross morphology observation of the human body is com- of standardized testing in occupational of the human brain in both fresh and therapy. Lecture-seminar. Fall. 2.5 credits bined with lectures and use of models and stained material. Includes basic anatomy, films. Palpation laboratories are correlated systems and tracts, vascular system, and INDI 5012/5014* with specific areas of dissection. Lecture- integrative function of the nervous system Brooklyn Free Clinic Experience laboratory. Summer. 6 credits as evidenced in behavioral phenomena. This elective course is designed to pro- ANAT 3012 Journal club component requires vide a community service experience for Human Gross Anatomy synthesis of information about clinical undergraduate and graduate CHRP stu- Human gross anatomy provides students applications of neuroanatomy concepts. dents. Registered students may participate with an understanding of the structure of Lecture-laboratory. Spring. 2.5 credits by providing clerical and administrative human body using regional dissection and duties and health care services related to INDI 3110 their professions, including patient evalu- observation of the human body is com- Kinesiology bined with lectures and use of models and ation, taking vital signs, obtaining patient This course provides for an analysis of histories, performing physical exams and films. Lecture-laboratory. Summer. human motion including kinematic and 5.5 credits providing patient management services kinetic analysis, muscle action, arthroki- under supervision. 1 credit ANAT 3210 nematics and osteokinematics, and the Human Neuroanatomy biomechanical principles of human MSCI 3211 There will be 17 two-hour lectures, 4 motion. The information presented in Medical Sciences two-hour lab sessions, and one lab review this course builds upon the knowledge This course involves the study of patients session (practice practical) distributed gained in “Human Gross Anatomy.” This with medical, neuromuscular, musculo- throughout the semester. Lecture mate- course forms an important foundation for skeletal, and cardiopulmonary conditions rial in the first half of the course covers students’ analysis and synthesis of how across the lifespan. Lecture, case-study regional descriptions of brain organization the body moves through space, and the presentations, and discussion of etiology, and, additionally, covers such topics as specific internal and external constraints symptoms, and medical management of the blood supply of the central nervous on the body. This foundation patients by faculty from the College of system, neuronal development and neu- will be essential for all clinical courses in Medicine and College of Health Related rohistology, fine structural organization physical therapy. Classroom instruction Professions. This course is divided into of selected brain regions, and the organi- includes traditional lecture, interactive four modules: Pediatrics, Medicine, zation of transmitter systems. Lecturers lecture, and demonstrations of biome- Neurology, and Orthopedics. Each mod- will provide handouts and assign required chanical principles. Lecture. Fall. 3 credits ule is worth one credit. readings from the textbook. The midterm The Medicine Module is one of four
46 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS course modules that constitute Medical MSCI 5211 PSYH 5111 Sciences. This course module provides Medical Sciences Psychiatry Physical Therapy and Occupational This course involves lectures, case-study This course provides a comprehensive Therapy students with an understanding presentations and discussion of etiology, overview of psychiatric diagnose and of a wide variety of medical conditions. symptoms and medical management of symptom complexes of children and The etiology of these conditions and patients with medical, pediatric, orthope- adults. Students are introduced to various their treatment are discussed. The role of dic, and neurological diagnoses. Lecture. modalities of treatment and clinical reason- the Physical Therapist and Occupational Spring. 4 credits. ing, with emphasis on the biopsychosocial Therapist in recognizing these conditions dimensions relevant to occupational and and how they may affect rehabilitation PHTH 3303 physical therapy. Case assignments apply will be discussed. Research Methods and Evidence- course content relevant to occupational Based Practice The Pediatrics Module is one of four and physical therapy practice. Lecture. Fall. This course involves the designing and 2 credits course modules that constitute Medical critiquing of research studies in the health Sciences. This course module provides professions. Lectures include the funda- PUBH 5102 Physical Therapy and Occupational mentals of defining a research problem, Health Care Across the Lifespan Therapy students with an understanding constructing a rationale, conducting a This course is designed to examine health of several developmental disorders of literature review, formulating hypotheses, care from infancy to old age. children, as well as child abuse, well baby designing a study, measuring variables, Selected models are presented for under- care, and common pediatric illnesses. selecting a sample and analyzing data. The etiology of these conditions and standing development processes as an In a separate program seminar, students individual ages. These models will be their treatment are discussed. The role of critique literature and apply general the Occupational Therapist and Physical drawn from disease states as they evolve research concepts to the physical therapy across the lifespan. That knowledge Therapist in recognizing these conditions profession. This course forms the research and how they may affect rehabilitation, as will be applied to issues of health foundation for the final research project maintenance and disease prevention. well as further development of children in that will be undertaken in Research Study adolescence, will be discussed. Introduction to public health topics I-V. The students use their knowledge related to human health and disease, In the Neurology Module of Medical gained from Human Gross Anatomy, including a review of anatomy, physiolo- Sciences, students learn to discriminate Professional Development I and Clinical gy, and pathology of selected organ between different neurological signs Decision-Making, as well as from courses systems and associated diseases will be and symptoms associated with different taken concurrently, such as Kinesiology, discussed. Lecture. 3 credits neurological disease processes occurring Physical Therapy Examination I, and at the peripheral, central and autonomic Patient/Client Management I and II, to levels of the nervous system. The course understand concepts gleaned from the is taught using a lecture/discussion format physical therapy literature. Lecture/semi- and case examples. nar. Fall. 2.5 credits In the Orthopedics Module of Medical PHYS 3110 Sciences, students will apply their prior Principles of Human Physiology knowledge about biomechanics of the and Biochemistry musculoskeletal system to understand key A study of basic physiological and bio- principles and procedures in the medical chemical principles governing the proper- diagnosis and management of common ties of living tissue and their participation orthopedic conditions. Lecture. Spring. in the coordinated function and control 4 credits. of various systems of the body (cardio- MSCI 4100 vascular, respiratory, excretory, digestive, Research Methods nervous and endocrine) with emphasis on This course is an introduction to design- the underlying unity of biological pro- ing and critiquing research studies in the cesses in response to and adjustment to allied health professions. Lecture includes environmental change. the fundamentals of defining a research Physiology is defined as the science that problem, constructing a rationale, con- deals with the functions of the body. It ducting a literature review, formulating logically follows, therefore, that a sound, hypotheses, designing a study, measuring comprehensive knowledge of human variables, selecting a sample and analyzing physiology should occupy a significant data. In separate program seminars, part of the academic training of personnel students apply general research concepts in medicine and related fields. It is essen- to their individual professions. Lecture- tial, if these personnel are to understand * This course is offered to both seminar. Fall. 2.5 credits and carry out effectively their designated undergraduate and graduate students. responsibilities in their respective profes- sions. Lecture/laboratory. Fall. 6.0 credits
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 47 Teaching Facilities
The classroom and laboratory COLLEGE COMPUTER Midwifery Classroom/Laboratory facilities of the College of Health LABORATORY This facility is equipped with gyne- cologic examining tables, lights, and Related Professions are locat- The College of Health Related Professions computer lab is equipped screens to enable students to learn and ed in both the Health Science with a laser printer and 24 PCs. practice physical and pelvic assessments Education Building (395 Lenox Students can use Microsoft Office appli- in a comfortable, private space. Road) and the Basic Sciences cations (Word, Excel, and PowerPoint) to create documents, spreadsheets, and Occupational Therapy Laboratory Building (450 Clarkson Avenue). slide presentations. In addition, students Adapted computer workstations with Clinical content is taught at have fast access to the Internet via the assistive technology software, current SUNY Downstate Medical campus network. SPSS and SAS are assessment tools, activities of daily available throughout the campus. living assistive devices, state-of-the-art Center’s University Hospital of sensory processing equipment, and a Brooklyn, Kings County Hospital Each student is issued an email account sensory room are used for teaching and Center, and a large network of that can be used for local and Internet research. messages. The computer lab is open 24 affiliated hospitals and commu- hours, seven days a week for CHRP stu- Physical Therapy Research nity health facilities. dents. A basic orientation to the com- Laboratory puters and the network is offered at the Equipped with a full range of advanced beginning of each semester. assessment tools, the laboratory is a resource for students pursuing indepen- The Medical Informatics Program also dent study or research. Students also ADVANCED LEARNING has a dedicated computer lab on the 8th RESOURCE CENTER (ALRC) have access, with faculty supervision, to floor of the Education Building. The the Human Performance Laboratory in Located on the sub-floor of the Medical lab has 20 stations, fully equipped with Library, the ALRC provides immersive the Department of Orthopedic Surgery software programs specific to the educa- and Rehabilitation Medicine. and simulation-based educational pro- tional needs of students in this master’s grams for students, clinical trainees, and program. In this lab, eClinical Works Physician Assistant Classroom/ faculty. High-fidelity mannequins per- is available for the Medical Informatics Laboratory mit identification of pathologic physical students to be able to practice with the exam findings and foster the develop- Electronic Medical Record. This facility is equipped with examina- ment of clinical reasoning and proce- tion tables, screens, models, and medical dural skills in a zero-fault environment. office equipment to enable students OTHER LABORATORY to learn and practice physical exam Partial Task Trainers allow trainees to FACILITIES assessments, venipuncture, IV and Foley practice specific skills such as endotra- catheter placements, suturing, casting, cheal intubation, central and periph- Many programs offer specially equipped laboratories. They include: and other diagnostic and therapeutic eral line placement, pericardiocentesis, procedures under faculty supervision. transvenous pacemaker insertion, and Diagnostic Medical Imaging Students also practice in the ALRC other invasive procedures. Compact Laboratory Simulation Center. ultrasound systems and tissue phantoms This lab houses ultrasound machines, permit trainees to learn and practice phantom trainers, and a unique collec- ultrasound-guided techniques for inva- tion of models for teaching sectional sive procedures such as thoracentesis, anatomy. paracentesis, vascular access, and region- al anesthesia. A live Standardized Patient Program involving trained actors who play the role of patients, family members, and others fosters history taking, physical exam, and communication skills.
48 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS Clinical Care Facilities
Allied health students receive UNIVERSITY HOSPITAL OF scientists, and other health-care profes- their clinical training at SUNY BROOKLYN sionals who have strong academic back- grounds in their fields of specialization. Downstate’s University Hospital University Hospital of Brooklyn (UHB) is the 376-bed plus 30-bassinet Faculty members closely supervise the of Brooklyn and at affiliated teaching hospital of SUNY Downstate care of patients while instructing allied institutions and sites throughout Medical Center and is integral to the health students along with medical and the metropolitan area. Clinical clinical education provided to students. nursing students. As the regional center for Brooklyn sites used in the teaching and Staten Island, UHB provides, on KINGS COUNTY HOSPITAL program may vary from year average, care to approximately 16,000 CENTER to year. inpatients and nearly 360,000 visits in its on-site Outpatient Department, One of the largest acute-care hos- Dialysis Center, and offsite ambula- pitals in the country and the largest tory care centers. More than 71,000 municipal hospital in New York City, visits are made to UHB’s Emergency with 43 acres and 23 buildings, Kings Department yearly. UHB is a full-ser- County Hospital Center offers clinical vice hospital fully accredited in all med- opportunities of every description. ical subspecialties. Operated by the Health and Hospitals Corporation of the City of New York, University Hospital of Brooklyn is a Kings County recently completed a regional provider of outstanding pri- state-of-the-art 338-bed inpatient tower mary and advanced medical care. The as part of its modernization project. Its cardiothoracic surgery, cardiovascular facilities include one of the country’s medicine, and interventional cardiology busiest emergency rooms, a nationally programs at UHB are among the lead- recognized Level I trauma center, and ing cardiac-care teams in Brooklyn. more than one hundred ambulatory As part of an academic medical center, care services. UHB has several specialized programs that support its Children’s Hospital MEDICAL CENTER, HEALTH and enable it to excel among pediatric AGENCIES, AND CLINICAL services in Brooklyn and New York. SITES The hospital is the designated Regional Perinatal Center for Brookdale, Complementing the clinical experienc- Interfaith, Lenox Hill, and Long Island es available at University Hospital of College Hospitals. UHB’s Pediatric Brooklyn and Kings County Hospital Kidney Center is the second-largest Center, the College of Health Related facility for pediatric dialysis in the state. Professions maintains affiliations with a broad network of community agencies UHB’s integration with the College of and hospitals, as detailed in the box Medicine has made it possible to assem- “Medical Centers, Health Agencies, and ble a full-time staff of clinicians, basic Clinical Sites” in the pages that follow.
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 49 CLINICAL AFFILIATES 5th Avenue Diagnostic ...... New York ...... NY Children’s Specialized Hospital-Ocean...... Toms River ...... NJ 93-17 Medical Office, PC/Alain Sosa, MD ...... Elmhurst ...... NY Cobble Hill Health Care Center ...... Brooklyn ...... NY A Place for Kids ...... NewYorrk ...... NY Coler Goldwater Memorial Hospital (HHC) ...... Roosevelt Island ...... NY Abilities in Action ...... Oceanport ...... NJ Coler-Goldwater Specialty Hospital & Nursing (HHC) .New York ...... NY Access Physical Therapy & Wellness ...... Armonk ...... NY Community Physical Therapy ...... Forest Hills ...... NY Achieve Physical Therapy ...... Hewlett ...... NY Community Physical Therapy of Brooklyn ...... Brooklyn ...... NY ACLD Kramer Learning Center ...... Bay Shore ...... NY Complete Women’s Imaging, PC ...... Oceanside ...... NY Adam I. Cohen, DPT, PC ...... South Ozone Park ...... NY Coney Island Hospital (HHC) ...... Brooklyn ...... NY Advantage Care ...... New York ...... NY Createabilities Occupational Therapy, PLLC ...... New York ...... NY Ahava Medical and Rehabilitation Center ...... Brooklyn ...... NY Crown Heights, PT, OT and SLP DBA Milestones ...... Brooklyn ...... NY Albert Einstein Hospital ...... Bronx ...... NY Cumberland Hospital (HHC) ...... Brooklyn ...... NY All Children’s Therapy c/o Bernadette Tompkins OTR .Woodmere ...... NY Cynergy Physical Therapy P.C...... New York ...... NY Allcare Physical Therapy ...... Brooklyn ...... NY Department of Education ...... New York ...... NY Alternatives for Children ...... East Setauket ...... NY Department of Veteran’s Affairs (VA) ...... Jamaica ...... NY Apex Laboratory, Inc...... Farmingdale ...... NY Department of Veterans Affairs (VA) ...... Bronx ...... NY Archcare at Carmel Richmond Healthcare & Rehab Ctr Staten Island ...... NY Department of Veterans Affairs (VA) ...... Brooklyn ...... NY Archcare at Kateri Residence ...... New York ...... NY Derek Chung, MD ...... Brooklyn ...... NY Ari Levine, PT, MSPT ...... Brooklyn ...... NY DeWitt Rehabilitation & Nursing Center...... New York ...... NY Arthritis & Osteoporosis Center of Brooklyn Height ...... Brooklyn ...... NY Diversified Ergonomics ...... New York ...... NY Artistic Quality Therapy Associates ...... New York ...... NY Dogwood Therapy Services, Inc ...... Albuquerque ...... NM Associated Therapies-Pediatrics ...... Massapequa ...... NY Downtown Women’s OB-GYN Associates ...... New York ...... NY Austin Area Birthing Center-Duval, Dr. Susan Smith McKinney WM Cannon, Manch ...... Austin ...... TX Nursing & Rehab Center (HHC) ...... Brooklyn ...... NY Avalon Gardens Rehab & Health Care Center ...... Smithtown ...... NY Dr. William O. Benenson Rehab Pavillion ...... Flushing ...... NY Bayview Nursing & Rehab Center ...... Island Park...... NY Duffy & Bracken Physical Therapy...... New York ...... NY Bedford Medical Group-Emmanuel Valery, MD ...... Brooklyn ...... NY Dynamic Solutions Pediatric ...... Brooklyn ...... NY Beis Rivka School ...... Brooklyn ...... NY E.I. Preschool/JGB Education Services...... New York ...... NY Bellevue Hospital Center (HHC) ...... New York ...... NY Early Childhood Associates ...... New York ...... NY Beyond Basics Physical Therapy ...... New York ...... NY Early Intervention Center of Brooklyn ...... Brooklyn ...... NY Bezelel Nursing Home ...... Queens ...... NY East River Child Development Center ...... New York ...... NY Birch Family Services at Nazareth Echo Sono Labs ...... Brooklyn ...... NY Early Childhood Center ...... Brooklyn ...... NY Eduglobal Associates (EA) ...... Indiana ...... PA Block Institute ...... Brooklyn ...... NY Elizabeth Seton Pediatric Hospital ...... South Yonkers ...... NY Blythedale Children Hospital ...... Valhalla...... NY Elmhurst Hospital Center (HHC) ...... Elmhurst ...... NY Board of Cooperative Educational Services of EMH Physical Therapy ...... New York ...... NY Nassau County (BOCES) ...... Holbrook ...... NY Emilia’s Kids ...... Elmhurst ...... NY Board of Cooperative Educational Services of Nassau County (BOCES) ...... Wantagh ...... NY Empire State OTPC-Managed by Health South ...... Brooklyn ...... NY Board of Cooperative Educational Services of Englewood Hospital and Medical Center ...... Englewood ...... NJ Nassau County (BOCES) ...... Westbury ...... NY Eurofitness Pediatric Rehabilitation Center ...... Brooklyn ...... NY Body Owners Physical Therapy ...... Key West ...... FL Evolve Physical Therapy and Sports Rehabilitation ...... Brooklyn ...... NY Bonnie Shams ...... Brooklyn ...... NY Ezra Hatzvy Academy ...... Brooklyn ...... NY Bronx-Lebanon Medical Center ...... Bronx ...... NY Family Medical Practice, PC ...... Brooklyn ...... NY Brookdale Hospital Medical Center ...... Brooklyn ...... NY Federation Employment & Guidance Services(FEGS) ....Brooklyn ...... NY Brooklyn Birthing Center ...... Brooklyn ...... NY FEGS Health and Human Services System ...... New York ...... NY Brownsville Community Development Corporation ...... Brooklyn ...... NY First Step Therapy, PLLC ...... Brooklyn ...... NY Burke Rehabilitation Center ...... White Plains ...... NY Forrest View Nursing Home ...... Forest Hills ...... NY CAM-HELD Enterprise, Inc. dba Just Kids Early Lear ..Middle Island ...... NY Forward Physical & Occupaional Therapy, PLLC ...... Brooklyn ...... NY Carillon Nursing Home and Rehabilitation ...... Huntington ...... NY Fox Rehabilitation ...... Cherry Hill ...... NJ Catskill Rehabilitation and Sports Medicine ...... Harris ...... NY Full Circle Women’s Health LLP...... White Plains ...... NY Center for Human Development’s Institute for D.L...... Springfield ...... MA Fulton Medical Plaza, PC ...... Brooklyn ...... NY Center for Nursing & Rehabilitation ...... Brooklyn ...... NY Fund for Public Health in New York, Inc/NYCDOH ...New York ...... NY Center for Nursing Rehab ...... Jamaica ...... NY GCP Management (Garden OBGYN) ...... Garden City ...... NY Centers for Specialty Care ...... New York ...... NY Gentle Care OB/GYN, PC ...... Lynbrook ...... NY Central Park Physical Therapy-John Lanthrop ...... New York ...... NY Gillen Brewer School ...... New York ...... NY Chana Gelbfish, MD ...... Brooklyn ...... NY Golden Gate Rehabilitation & Health Care Center ...... Staten Island ...... NY Child Study Center ...... Staten Island ...... NY Gouverneur Health ...... New York ...... NY Children’s Evaluation & Rehabilitation Center-RK ...... Bronx ...... NY Grace Plaza Nursing & Rehabilitation Center ...... Great Neck ...... NY Children’s Heart Center at Ronald Regan Gramercy Cardiac Diagnostic Services, PC ...... New York ...... NY UCLA Medical Center ...... Los Angeles ...... CA
50 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS Greater Harlem Nursing Home ...... New York ...... NY KIDS Therapy Associates ...... San Diego ...... CA Green Chimneys ...... Brewster ...... NY Kings County Hospital Center (HHC) ...... Brooklyn ...... NY Greensboro Orthopedics ...... Greensboro ...... NC Kings Harbor Multi-Care Center ...... Bronx ...... NY Haiti Medical Missions-St. Charles Croix-des- Haiti, Kingsbrook Jewish Medical Center/ Rehabilitation Center ...... Bouquets...... WI Rutland Nursing Home ...... Brooklyn ...... NY Hand Therapy of Rockland, LLP ...... New York ...... NY Kingston University Hands on Health ...... Lynbrook ...... NY Kingston upon Thames Surrey KT1 1LQ ...... United Kingdom Hands On Physical Therapy P. C...... Astoria ...... NY Kirby Forensic Psychiatric Center- Office of Mental Health ...... Wards Island...... NY Harlem Hospital Center (HHC) ...... New York ...... NY Ladacin ...... Wanamassa ...... NJ HASC Woodmere ...... Woodmere ...... NY Lake View Rehabilitation and Care Center ...... Middle Island ...... NY HCR Healthcare, LLC ...... Toledo ...... OH Lamm Preschool ...... Brooklyn ...... NY Health SOS Physical Therapy ...... New York ...... NY League Treatment Center ...... Brooklyn ...... NY Health South ...... Birmingham ...... AL Leba Therapeutic Services ...... Highland Park ...... NJ Healthcare Associates in Medicine ...... Staten Island ...... NY Lenox Hill Hospital (NSLIJHS) ...... New York ...... NY Healthworks of Brooklyn ...... Brooklyn ...... NY Little Wonders ...... Glendale ...... NY HeartShare Human Services of New York ...... Howard Beach ...... NY Long Beach Medical Center ...... Long Beach ...... NY Hebrew Academy for Special Children ...... Brooklyn ...... NY Long Beach Schools ...... Long Beach ...... NY Helen Hayes Hospital ...... West Haverstraw ...... NY Long Island Sports and Physical Therapy ...... Garden City...... NY Helen Keller Services for the Blind: The Children’s Learning Center ...... Brooklyn ...... NY Loren Shlaes, OTR ...... New York ...... NY Helping Hands Rehabilitation, LLC ...... Manalapan ...... NJ Lourdes Hospital ...... Binghamton ...... NY Helping Hands Therapy Center ...... Brooklyn ...... NY Lower East Side Service Center ...... New York ...... NY Henry R. Paul, MD ...... Brooklyn ...... NY Lutheran Augustana Home ...... Brooklyn ...... NY Hillsborough Board of Education ...... Hillsborough ...... NJ Lutheran Family Health Centers ...... Brooklyn ...... NY Holy Name Medical Center ...... Teanek ...... NJ Lutheran Medical Center ...... Brooklyn ...... NY Home Physical Therapy Solutions ...... Hicksville ...... NY Luzato Medical Group ...... New York ...... NY Hospital for Special Surgery ...... New York ...... NY Maimonides Medical Center ...... Brooklyn ...... NY Hudson Center for Women’s Health Malkah Kahn ...... Brooklyn ...... NY aka HVO Midwives ...... Nyack ...... NY Mamatoto Resource & Birth Centre ...... Belmont ...... Trinidad Imagine Academy for Autism ...... Brooklyn ...... NY Marcus Garvey Residential Rehab Pavilion ...... Brooklyn ...... NY Infant and Child Learning Center @SUNY HSEB ...... Brooklyn ...... NY Mark Vaynkhadler, MD, FACOG ...... Jackson Heights ...... NY Institute for Community Living, Inc...... New York ...... NY Marmur Medical ...... New York ...... NY Institute of Continuous Learning Maurisha Dash ...... Brooklyn ...... NY @ SUNY HSEB/SLIP ...... Brooklyn ...... NY Melek Nathan ...... Brooklyn ...... NY Interfaith Medical Center ...... Brooklyn ...... NY Memorial Hospital for Cancer & Allied Diseases ...... New York ...... NY Irene Perloff, D.O., MD ...... Brooklyn ...... NY Menorah Center for Rehabilitation ...... Brooklyn ...... NY Ironman Sports Medicine Institute Mercy Medical Center ...... Rockville Centre ...... NY at Memorial Hermann ...... Houston ...... TX Mercy Midwives Women’s Health Center ...... Bronx ...... NY Isabella Geriatric Center Inc...... New York ...... NY Metro Athletic Medicine & Fitness J.F.K. Johnson Medical Center ...... Edison ...... NJ P.C. d/b/a Metro Sports Med ...... Brooklyn ...... NY Jackson Dermatology Associates ...... Brooklyn ...... NY MetroChildrens ...... Fresh Medows ...... NY Jackson Developmental Center ...... Jackson Heights ...... NY Metropolitan Hospital Center (HHC) ...... New York ...... NY Jacobi Medical Center ...... Bronx ...... NY Metropolitan Hospital Center (HHC) ...... Brooklyn ...... NY JAG Physical Therapy ...... Cedar Knolls ...... NJ Metropolitan Jewish Geriatric Center ...... Brooklyn ...... NY Jamaica Hospital Medical Center ...... Jamaica ...... NY MICCASS Physical Therapy ...... New York ...... NY Jamaica Hospital Women’s Health Center ...... Jamaica ...... NY Michele Cohen, OTR ...... Brooklyn ...... NY Jana Healhcare: Dr. Laila Farhat ...... Brooklyn ...... NY Midwood Physical Therapy...... Brooklyn ...... NY Jayme Lewin Rich MPA, OTR/L ...... New York ...... NY Milestones ...... Brooklyn ...... NY Jennifer Tucci ...... Greenvale ...... NY Monmouth Medical Center ...... Long Beach ...... NJ Jersey City Medical Center ...... Jersey City ...... NJ Monroe Physical Therapy & Wellness, Inc...... Monroe ...... NY Jewish Home Lifecare, Harry and Montefiore Medical Center ...... New York ...... NY Jeanette Weinberg Campus, Bronx ...... Bronx ...... NY Montefiore Medical Center ...... Bronx ...... NY Jewish Home Lifecare, Manhattan ...... New York ...... NY Morris Heights Health Center ...... Bronx ...... NY John F. Kennedy Medical Center ...... Edison ...... NJ Mount Sinai Medical Center ...... New York ...... NY Johnson Rehabilitation Institute ...... Edison ...... NJ Mozelle Tobias ...... Brooklyn ...... NY Keller Army Community Hospital ...... West Point ...... NY Mt. Sinai Hospital ...... New York ...... NY Kessler Institute for Rehabilitation ...... Saddle Brook ...... NJ Mt. Sinai Roosevelt ...... New York ...... NY Kessler Institute for Rehabilitation ...... West Orange ...... NJ Nassau Extended Care-A Holly Patterson ...... Hempstead ...... NY Kid Clan ...... Passaic ...... NJ Nassau University Medical Center ...... East Meadow ...... NY Kid Clan ...... Clifton ...... NJ Nathan Littauer Hospital ...... Gloversville ...... NY Kidabilities ...... Hawthorne ...... NY
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 51 Nesconset Center for Nursing & Rehabilitation ...... Nesconset ...... NY Queens Hospital Center (HHC) ...... Jamaica ...... NY New Rochelle Hospital Medical Center ...... New Rochelle ...... NY Queens Long Island Medical Group ...... Garden City ...... NY New York Cardiovascular Associates, PLLC ...... New York ...... NY Randee Handler ...... Holloswood ...... NY New York City Board of Education ...... New York ...... NY Rattanjit S. Kohli, MD ...... Brooklyn ...... NY New York City Department of Health ...... New York ...... NY Ready, Set, Grow Pediatrics Occupational Therapy ...... Rego Park ...... NY New York City Health & Hospitals Corporation (HHC)...... NY Reddy-Care Physical Therapy ...... Great Neck ...... NY New York Community Hospital ...... Brooklyn ...... NY Rehabilitation Associates of Brooklyn ...... Brooklyn ...... NY New York Congregational Nursing Home ...... Brooklyn ...... NY Richmond University Medical Center ...... Staten Island ...... NY New York Eye & Ear Infirmary ...... New York ...... NY River and Mountain ...... New Paltz ...... NY New York Hospital at Queens-Dr. David Skupski ...... Flushing ...... NY Roads to Recovery PROSE ...... Hicksville ...... NY New York Hospital of Queens-Out-Patient Site ...... Fresh Medows ...... NY Robert Wood Johnson University Hospital...... New Brunswick ...... NJ New York Methodist Hospital ...... Brooklyn ...... NY Robert Wood Johnson University Hospital @ Hamilton Hamilton ...... NJ New York Methodist Hospital Family Robin Appel ...... Jamaica ...... NY Health Center-Emmanuel Valery, MD ...... Brooklyn ...... NY Rochelle Adler, MS, OTR ...... Far Rockaway ...... NY New York Presbyterian Hospital ...... New York ...... NY Rochester General Hospital ...... Rochester ...... NY New York Presbyterian-Columbia UMC ...... New York ...... NY RPT Physical Therapy ...... Brooklyn ...... NY New York Sensation ...... New York ...... NY San Diego Occupational Therapy ...... San Diego ...... CA New York State Psychiatric Institute- Audubon ...... New York ...... NY Seaview Hospital Rehabilitation Center & Home-HHC Staten Island ...... NY New York University Hospital For Joint Diseases ...... New York ...... NY Sensory Freeway Therapy Center ...... Brooklyn ...... NY Newark Beth Israel Medical Center ...... Newark ...... NJ Sensory Street Pediatric Occupational Therapy, P.C ...... Brooklyn ...... NY Newburgh Physical Therapy Center...... Newburgh...... NY Shorefront Jewish Geriatric Center ...... Brooklyn ...... NY Nexus Physical Therapy ...... San Diego ...... CA South Beach Psychiatric Center-Office of M.H...... Staten Island ...... NY Nick Roselli Hand Therapy Rehab ...... Fresh Medows ...... NY South Shore Hand Therapy & North Central Bronx Hospital (HHC) ...... Bronx ...... NY Occupational Therapy PL ...... Merrick ...... NY North Eastern Network Wellness Center South Shore Midwives (formerly Gaia Midwifery) ...... Malvern ...... NY (Dr. Jean Baptiste) ...... Brooklyn ...... NY Special Program in Occupational Therapy Services ...... Brooklyn ...... NY North General Hospital ...... New York ...... NY Sports Physical Therapy, PC ...... New York ...... NY North Shore-Long Island Jewish Health System ...... Great Neck ...... NY Sports Plus Hand Center ...... North Charleston ...... SC North Shore-Long Island Jewish Health System ...... New Hyde Park ...... NY Sports Therapy and Rehabilation- Nostrand Medical Practice (Dr. Carey Daniel) ...... Brooklyn ...... NY STAR Physical Therapy ...... New York ...... NY NYU Hospitals Center (Joint Disease, Rusk, etc) ...... New York ...... NY SportsCare Institute ...... Cedar Knolls ...... NJ O.T. Etc., Inc...... San Diego ...... CA Spring Creek Rehabilitation & Nursing Care Center ...... Brooklyn ...... NY Oak Hollow Nursing Center ...... Middle Island ...... NY St. Charles Hospital Oasis Orthopedic and and Spine Integrated Services ...... Brooklyn ...... NY (Catholic Health Services of Long Island) ...... Port Jefferson ...... NY Office of Chief Medical Examiner of the St. Christopher’s Hospital for Children ...... Philadelphia ...... PA City of New York...... New York ...... NY St. Francis Hospital (see Catholic Health Services, LI) ....Roslyn ...... NY OMNI Managed Rehab Center ...... Brooklyn ...... NY St. Luke’s-Roosevelt Hospital Center ...... New York ...... NY Omni Rehabilitation Center ...... Brooklyn ...... NY St. Mary’s Hospital ...... Bayside ...... NY Omnisound Services Inc...... Elmont ...... NY St. Mary’s Hospital (Passaic) ...... Passaic ...... NJ On Our Way Learning Center ...... Far Rockaway ...... NY St. Mary’s Hospital for Children ...... Bayside ...... NY On Our Way Learning Center ...... Brooklyn ...... NY Stanley Lamm Institute Preschool ...... Brooklyn ...... NY One on One PT & Sports Rehabilitation (Bklyn & SI) ..Brooklyn ...... NY Staten Island University Hospital ...... Staten Island ...... NY One Step Beyond ...... Staten Island ...... NY Strivright Auditory Oral School of NY ...... Brooklyn ...... NY Palladia Starhill, INC ...... Bronx ...... NY Strong Memorial Hospital University of Rochester ...... Rochester ...... NY Pamela Lawton Hand & Upper Extremity Rehab...... Brooklyn ...... NY Suite E: A Place For Kids ...... New York ...... NY Park Sports PT& Hand Rehabilitation ...... Brooklyn ...... NY Summer Shepstone, OTR ...... Chicago ...... IL Parker Jewish Institute for Health Care & Rehab ...... New York ...... NY Summit School ...... Fresh Medows ...... NY Pathways OT Therapeutic Wellness/Ebert OT, LLC ...... Brooklyn ...... NY SUNY Stony Brook University Hospital ...... Stony Brook ...... NY Pediatric Cardiology of Long Island ...... Roslyn ...... Ny Susan Quintin, OTR/L ...... Bayside ...... NY Pediatric Early Development Services PC ...... Jackson Heights ...... NY Susan Wagler ...... Flushing ...... NY Pediatric Occupational Therapy Services...... Teaneck ...... NJ Tender Touch Rehabilitation Services LLC ...... Lakewood ...... NJ Phelps Memorial Hospital Center ...... Sleepy Hollow ...... NY The Brooklyn Hospital Center ...... Brooklyn ...... NY Positive Beginnings Preschool ...... Middle Village ...... NY The Children’s Evaluation and Rehabilitation Ctr...... Bronx ...... NY Power Play Clinical Services ACDS ...... Plainview ...... NY The Foundling Hospital-Elizabeth Seton Children’s ...... New York ...... NY Premier Physical Therapy & Wellness ...... New York ...... NY The Hearing & Speech Agency of Grt Metro Baltimore .Baltimore ...... MD Professional Orthopedic & Sports Physical Therapy ...... New York ...... NY The Mount Sinai Hospital ...... New York ...... NY Progressive Medical Solutions ...... Brooklyn ...... NY The Mount Sinai Hospital of Queens ...... Long Island City ...... NY PSE&G Children’s Specialized Hospital ...... New Brunswick ...... NJ The New York-Presbyterian Hospital ...... New York ...... NY Public Health Solutions MIC-Women’s Health Srvs ...... New York ...... NY The New York-Presbyterian Hospital / Weill Cornell .....New York ...... NY Queens Centers for Progress ...... Jamaica ...... NY The New York Hospital Medical Center of Queens ...... Flushing ...... NY
52 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS The Other Place ...... New York ...... NY The Perfect Playground ...... Staten Island ...... NY The Rebecca School ...... New York ...... NY The Regents of the University of California-San Diego ..San Diego ...... CA The Riverside Premier Rehabilitation and Health Center New York ...... NY The Talcott Center for Child Development ...... Farmington ...... CT Therapeutic Resources ...... Long Island City ...... NY Thomas N. Koutelos, MD ...... Brooklyn ...... NY Tiny Tots Therapy ...... Scotch Plains ...... NJ TIRR Memorial Hermann ...... Houston ...... TX Total Vascular Care ...... Brooklyn ...... NY U.S. Athletic Training Center ...... New York ...... NY United Cerebal Palsy-NYC, Inc...... New York ...... NY United Cerebal Palsy of Greater Suffolk, Inc...... Commack ...... NY United Cerebal Palsy of Nassau County, Inc...... Roosevelt ...... NY United Memorial Medical Center ...... Batavia ...... NY Unity Health System ...... Rochester ...... NY University Hospital of Brooklyn ...... Brooklyn ...... NY UOA Physical Therapy ...... Brooklyn ...... NY VA Boston Healthcare System ...... Boston ...... MA Village Care Rehabilitation and Nursing Center ...... New York ...... NY Village Center for Care ...... New York ...... NY Visiting Nurse Service of Brooklyn ...... Brooklyn ...... NY Visiting Nurse Service of New York ...... New York ...... NY Volunteers of America Staten Island Early Learning ...... Staten Island ...... NY Volunteers of America-Bronx Early Learning Center ...... Bronx ...... NY Watch Me Grow ...... New York ...... NY Waters Edge Healing Occupational Therapy ...... Astoria ...... NY Wayne ARC ...... Newark ...... NY Weill Cornell Medical College (School/not Hosp.) ...... New York ...... NY Westchester Medical Center ...... Valhalla...... NY WestMed Medical Group ...... Purchase ...... NY Whitestone School for Child Development ...... Whitestone ...... NY Windsor Physical Therapy ...... Brooklyn ...... NY Winthrop University Hospital ...... Mineola ...... NY Woodhull Hospital and Mental Health Center (HHC) ..Brooklyn ...... NY Woodmere Rehabilitation & Health Care Center ...... Woodmere ...... NY Workman Circle Multicare Center ...... Bronx ...... NY WSPT Physical Therapy ...... Bronx ...... NY WSPT Physical Therapy ...... Yonkers ...... NY Wyckoff Heights Hospital ...... Brooklyn ...... NY YAI-New York League for Early Learning ...... New York ...... NY YAI-NYL Clearview School *no students until January 2016 ...... College Point ...... NY Yeled V’Yalda (PT & OT) ...... Brooklyn ...... NY Yeshivah of Flatbush ...... Brooklyn ...... NY Yolanda Delgado ...... Jamaica ...... NY Yorkville Physical Therapy ...... New York ...... NY
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 53 Alphabetical Faculty Listing*
Allen Nelson Lewis, Jr., PhD Katz, Joanne Dean PhD (New York University), PT, DPT Chairperson and Associate Professor Ahearn, Saren Physical Therapy DPT (Upstate Medical University), PT Assistant Professor Kline,Nancy Physical Therapy PhD (New York University), OTR Assistant Professor Black-Peart, Julie Occupational Therapy MPAS (University of Nebraska), PA-C Assistant Professor Laffin, MaryAnne Physician Assistant MS (Pace University), RN, FNP, CNM, LM, FACNM Clinical Assistant Professor Desport, Brigitte Midwifery DPS (New York University), OTR/L, ATP Assistant Professor Lichtman, Ronnie Occupational Therapy PhD (Columbia University), CNM, LM, FACNM Chairperson and Professor Dunstatter, Douglas Midwifery MS, (SUNY Stony Brook) RDMS, RDCS Clinical Assistant Professor Lewis, Allen Nelson, Jr. Diagnostic Medical Imaging PhD (Virginia Commonwealth University) Dean Elenko, Beth College of Health Related Professions PhD (New York University), OT/L Assistant Professor Llanes-Oberstein, Aleida Occupational Therapy, Early Intervention Specialization Program MS (Columbia University), CNM, LM, FACNM, CHSE Clinical Associate Professor Otey, Jennifer Midwifery MPAS (University of Nebraska), PA-C Clinical Assistant Professor Martinucci, Kenneth Physician Assistant MS (New York Institute of Technology), RT(R) Clinical Assistant Professor Faysel, Mohammad Radiologic Technology PhD (University of Medicine and Dentistry of New Jersey) Assistant Professor Miller, Teresa Medical Informatics PhD (Temple University), PT, GCFP Associate Professor Griffin, Angela Physical Therapy PhD (Rocky Mountain University), PT Assistant Professor Morton-Rias, Dawn Physical Therapy EdD (St. John’s University), PA-C Professor Haeri, Farhad Physician Assistant DPT (University of St. Augustine), PT, MTC, OCS Assistant Professor Murray, Joan Physical Therapy MA (CUNY), OTR/L, CHT Assistant Professor Hellmann, Rivka Occupational Therapy MS (SUNY Downstate Medical Center), RDMS Assistant Professor Nwamaghinna, Felix Diagnostic Medical Imaging MSB (Union Graduate College, Mt. Sinai School of Medicine), PA-C Chairperson and Assistant Professor Kaplan, Margaret Physician Assistant PhD (New York University), OTR/L Associate Professor Paraison, Melissa Occupational Therapy MPH,(Hunter College) RDMS Clinical Assistant Professor Diagnostic Medical Imaging
54 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS Pessin, Yosefa Joy Tang-Simmons, Jason MS, (SUNY, Albany) RDMS, RDCS, RVT BS, (SUNY Downstate Medical Center) RDMS Assistant Professor Clinical Assistant Professor Diagnostic Medical Imaging Diagnostic Medical Imaging Ruiz, Edison Thomas, Jasmin MPH (Brooklyn College), PA-C MS (Utica College), OTR/L Assistant Professor Clinical Assistant Professor and Academic Fieldwork Coordinator Physician Assistant Occupational Therapy Sabari, Joyce Topor, Isaac PhD (New York University), OTR, FAOTA EdD (Teachers College, Columbia University), RHIA Chairperson and Associate Professor Chairman and Associate Professor Occupational Therapy Medical Informatics Sabel, Richard Tribble, Daurn MA (New York University), MPH (University of Texas), OTR, GCFP MS (SUNY Downstate Medical Center), OTR/L Clinical Assistant Professor Clinical Assistant Professor Occupational Therapy Occupational Therapy Sanassi, Lorraine Trimmingham, Andrea DHSc (Nova Southeastern University) MHSc, PA-C MA (Queens College), PA-C Assistant Professor Clinical Assistant Professor Physician Assistant Physician Assistant Schechter, Suzanne Trossman, Patricia MS (Pace University), CNM, LM, FACNM EdD (Teachers College, Columbia University), OTR/L Clinical Assistant Professor Associate Professor Emeritus Midwifery Occupational Therapy Seckel, Laurie White, Suzanne DPT (Stony Brook University), PT, NCS MA (New York University), OTR/L, FAOTA Assistant Professor Clinical Associate Professor Physical Therapy Occupational Therapy Senathirajah, Yalini Zuccaro, Toni PhD (Columbia University) PhD (Temple University), PT, NCS Assistant Professor Clinical Assistant Professor Medical Informatics Physical Therapy Sofer, Roslyn PhD (Touro University), PT, DPT, OCS Clinical Instructor * As of August 2015 Physical Therapy Struk, Iryna BS, (SUNY Downstate Medical Center) RDMS, RDCS, RVT Clinical Assistant Professor Diagnostic Medical Imaging
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 55 State University of New York
The State University of New York’s Students pursue traditional study in SUNY numbers more than 3 million geographically dispersed campuses classrooms and laboratories or work graduates on its rolls. The majority of bring educational opportunity within from home, at their own pace, through SUNY’s alumni resides and pursues commuting distance of virtually all such innovative institutions as the careers in communities across New New Yorkers and make up the nation’s SUNY Learning Network and Empire York State, contributing to the eco- most diverse system of public higher State College. nomic and social vitality of its people. education. SUNY’s students are predominantly SUNY is committed to bringing its stu- The State University of New York’s 64 New York State residents, representing dents the very best and brightest schol- campuses are divided into four catego- every one of the state’s 62 counties. ars, scientists, artists, and professionals. ries, based on educational mission, the SUNY students also come from every SUNY campuses boast nationally and kinds of opportunities available, and other state in the United States, from internationally recognized figures in all degrees offered. four U.S. territories or possessions, and the major disciplines. Their efforts are 171 foreign countries. regularly recognized in numerous pres- SUNY offers students a wide diversi- tigious awards and honors. ty of educational options: short-term SUNY enrolls 40 percent of all New vocational/technical courses, certificate York State high-school graduates, programs, associate degree programs, and has a total enrollment of nearly baccalaureate degree programs, gradu- 468,000 students. ate degrees, and postdoctoral studies. SUNY students represent the society SUNY offers access to almost every that surrounds them. More than 21 field of academic or professional study percent of all students are minorities. somewhere within the system—some 6,688 degree and certificate programs overall.
56 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS State University Campuses
University Centers Statutory Colleges ** University at Albany New York State College of Agriculture and Life Sciences University at Binghamton at Cornell University University at Buffalo New York State College of Ceramics at Alfred University University at Stony Brook New York State College of Human Ecology at Cornell University University Colleges New York State School of Industrial and Labor Relations at Cornell University College at Brockport New York State College of Veterinary Medicine College at Buffalo at Cornell University College at Cortland Empire State College Community Colleges College at Fredonia Adirondack Community College at Glens Falls College at Geneseo Broome Community College at Binghamton College at New Paltz Cayuga County Community College at Auburn College at Old Westbury Clinton Community College at Plattsburgh College at Oneonta Columbia-Greene Community College at Hudson College at Oswego Corning Community College at Corning College at Plattsburgh Dutchess Community College at Poughkeepsie College at Potsdam Erie Community College at Buffalo, Orchard Park, and Williamsville College at Purchase Fashion Institute of Technology at New York City Finger Lakes Community College at Canandaigua Health Science Centers Health Science Center at Brooklyn (SUNY Downstate) Fulton-Montgomery Community College at Johnstown Health Science Center at Syracuse Genesee Community College at Batavia (Upstate Medical University) Herkimer County Community College at Herkimer Health Science Center at Buffalo* Hudson Valley Community College at Troy Health Science Center at Stony Brook* Jamestown Community College at Jamestown Jefferson Community College at Watertown Colleges of Technology Mohawk Valley Community College at Utica College of Technology at Alfred Monroe Community College at Rochester College of Technology at Canton Nassau Community College at Garden City College of Agriculture and Technology at Cobleskill Niagara County Community College at Sanborn College of Technology at Delhi North Country Community College at Saranac Lake College of Technology at Farmingdale Onondaga Community College at Syracuse College of Agriculture and Technology at Morrisville Orange County Community College at Middletown Institute of Technology at Utica (SUNYIT) Rockland Community College at Suffern Schenectady County Community College at Schenectady Specialized Colleges Suffolk County Community College at Brentwood, College of Environmental Science and Forestry Riverhead, and Selden Maritime College Sullivan County Community College at Loch Sheldrake College of Optometry Tompkins Cortland Community College at Dryden Ulster County Community College at Stone Ridge Westchester Community College at Valhalla
*The Health Science Centers at Buffalo and Stony Brook are operated under the administration of their respective university centers. **These operate as contract colleges on the campuses of independent universities.
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 57 EDUCATIONAL RIGHTS* examination, study, or work requirements institution which is operated, supervised The Family Educational Rights and which he or she may have missed because or controlled by a church or by a religious Privacy Act of 1974 protects the rights of such absence on any particular day or denominational organization whose edu- of students to inspect and review certain days. No fees of any kind shall be charged cation programs are principally designated educational records and prohibits the non- by the institution for making available to for the purpose of training ministers or consensual release of personally identifiable the said student such equivalent opportu- other religious functionaries or for the information from such records which is nity. purpose of propagating religious doctrines. not “directory information.” Students 4. If registration, classes, examinations, As used in this section, the term “religious currently enrolled at Downstate may study, or work requirements are held on belief” shall mean beliefs associated with object to the release of certain categories Friday after 4:00 p.m. or on Saturday, sim- any corporation organized and operated of directory information pertaining to ilar or makeup classes, examination, study, exclusively for religious purposes, which is them by providing written notification to or work requirements, or opportunity to not disqualified for tax exemption under the Dean’s Office of their college within register shall be made available on other section 501 of the United States Code. 14 days following the first day of classes. days, where it is possible and practicable to The categories of directory information at do so. No special fees shall be charged to * See the Student Handbook for a full Downstate are: the student for these classes, examinations, description of student rights. • Name address, telephone numbers, study, or work requirements or registration dates of attendance held on other days. • Previous institutions, major field of 5. In effectuating the provisions of this sec- SUNY Downstate Medical Center reserves the study, degrees conferred tion, it shall be the duty of the faculty and right to alter the existing rules and regulations, • Past and present participation in the administrative officials of each insti- and academic programs, as deemed necessary by tution of higher education to exercise the the institution. SUNY Downstate Medical Center officially recognized activities, student expressly reserves the right, whenever deemed photo, date and place of birth fullest measure of good faith. No adverse or prejudicial effects shall result to any stu- advisable: (1) to change or modify its schedule The failure of any student to object of tuition and fees; (2) to withdraw, cancel, or dent because of his or her availing himself reschedule, or modify any course, program of specifically to the release of certain or or herself of the provision of this section. all categories of directory information study, degree or any requirement or policy in con- 6. Any student who is aggrieved by the nection with the foregoing; and (3) to change or within the time indicated is interpreted modify any academic or other policy. as approval. Please see policy “Family alleged failure of any faculty or adminis- Education Right and Privacy Act” in the trative officials to comply in good faith Essential changes of information in this Bulletin concerning new academic regulations, policies, or Student Handbook for further information. with the provisions of this section shall be entitled to maintain an action or proceed- programs will be published in newsletters or other University publications. It is the responsibility of EDUCATION LAW ing in the supreme court of the country in each student to ascertain current information that The following applies to students who are which such institution of higher education pertains to the individual’s program, particularly unable to attend classes on certain days is located for the enforcement of his or her with regard to satisfaction of degree requirements because of their religious beliefs: Sect. rights under this section. by consultation with the student’s advisor, the 224-a. (New York State Education Law). 6-a. It shall be the responsibility of the student’s program, the office of the student’s dean, the Office of Student Affairs, the Registrar’s Office, 1. No person shall be expelled from or be administrative officials of each institution and other offices as appropriate. In preparing this refused admission as a student to an insti- of higher education to give written notice Bulletin, every effort has been made to provide tution of higher education for the reason to students of their rights under this sec- pertinent and accurate information; however, that s/he is unable, because of religious tion, informing them that each student SUNY Downstate Medical Center assumes no beliefs, to register or attend classes or to who is absent from school, because of his liability for Bulletin errors or omissions. participate in an examination, study, or or her religious beliefs, must be given an The State University of New York Downstate work requirement on a particular day or equivalent opportunity to register for class- Medical Center does not discriminate on the basis days es or make up any examination, study or of race, sex, sexual orientation, color, creed, age, national origin, handicap, religion, marital status 2. Any student in an institution of higher work requirements which he or she may have missed because of such absence on or status as a disabled veteran or veteran of the education who is unable, because of his or Vietnam era in the recruitment and employment her religious beliefs, to attend classes on any particular day or days. No fees of any of faculty or staff, in the recruitment of students, a particular day or days shall, because of kind shall be charged by the institution or the operation of any of its programs and activ- such absence on the particular day or days, for making available to such student such ities, as specified by Federal and State laws or be excused from any examination or any equivalent opportunity. regulations. Applications are encouraged and wel- 7. As used in this section, the term “insti- comed from New York State residents, out-of-state study or work requirements. students, and from members of underrepresented 3. It shall be the responsibility of the tution of higher education” shall mean minority groups. New York State residents receive faculty and of the administrative officials any institution of higher education, rec- preference for admission. of each institution of higher education ognized and approved by the Regents of to make available to each student who is the University of the State of New York, absent from school because of his or her which provides a course of study leading to religious beliefs an equivalent opportu- the granting of a post-secondary degree or nity to register for classes or make up an diploma. Such term shall not include any
58 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS State University of New York Downstate Medical Center (Health Science Center at Brooklyn)
SUNY DOWNSTATE MEDICAL CENTER 450 Clarkson Avenue Brooklyn, NY 11203 • College of Medicine • School of Graduate Studies • School of Public Health • College of Health Related Professions • College of Nursing
ADMISSIONS College of Health Related Professions Phone: (718) 270-2446; Fax: (718) 270-7592 [email protected]
FINANCIAL AID Phone: (718) 270-2488; Fax: (718) 270-7592 [email protected]
ADDITIONAL INFORMATION Office of Minority Affairs Office of Minority Affairs (718) 270-3033 [email protected]
RESIDENTIAL LIFE AND SERVICES Phone: (718) 270-1466; Fax: (718) 270-1466 [email protected]
WEBSITE www.downstate.edu
E-MAIL Diagnostic Medical Imaging: [email protected] Medical Informatics: [email protected] Midwifery: [email protected] Occupational Therapy: [email protected] Physical Therapy: [email protected] Physician Assistant: [email protected]
The Bulletin is produced by the Office of Institutional Advancement, Office of Student Affairs, and the College of Health Related Professions. Design: studiokat, llc
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 59 College of Health Related Professions Index
A Bookstore I Academic Calendars See “Student Handbook” and “Web Links” Interdisciplinary Courses, 46 See, “Web Links” in this Index in this Index International Applicants, 14 Academic Development, Office of Bursar’s Office L See, “Web Links” in this Index See “Student Handbook” and “Web Links” in this Index Library Academic Policies (CHRP) See, “Student Handbook” and “Web Links” See, pages 59 – 73 in the Student Handbook C in this Index Academic Programs, 16 – 47 Chaplain Services Links Diagnostic Medical Imaging, 17-20 See “Student Handbook” and “Web Links” See “Web Links” in this Index Medical Informatics, 20-22 in this Index Midwifery Program, 23-28 M Children’s Center Occupational Therapy Program, 29-32 Medical Informatics, 21-22 See “Student Handbook” and “Web Links” Physical Therapy Program, 33-40 Accreditation, 21 in this Index Physician Assistant Program, 41-45 Admissions, 9 CHRP Computer Laboratory, 48 Career Opportunities, 21 Accreditation –Middle States Commission on CHRP Educational Environment, 8 Course Descriptions, 21-22 Higher Education, 16 CHRP Email addresses, 15 Faculty, 21 Accreditation – by Specialty Program CHRP Mission, 8 Graduation Honors, 21 Diagnostic Medical Imaging, 17 Contact Information, 59 Joint Degree – MS/MPH, 21 Medical Informatics, 21 Clinical Care Facilities, 49-53 Midwifery, 24 Midwifery Program , 23-28 Credit by Examination Programs, 13 Occupational Therapy, 29 Accreditation, 24 Admissions, 9-10 Physical Therapy, 34 D Physician Assistant, 41 Awards for Academic and Clinical Excellence, 24 Deferrals, 15 Career Opportunities, 24 Administration, 4 Diagnostic Medical Imaging Program, 17 Classroom, Laboratory, 48 Admissions, 9-15 Accreditation, 17 Course Challenge Mechanism, 24 Admissions Procedures, 12 Admissions, 9 Course Descriptions, 24-28 Admissions-General Policies and Career Opportunities, 17 Direct Entry Program, 24 Information, 12 Course Descriptions, 18-20 Midwifery Certification/Licensure Admissions-by Program Faculty, 17 Documentation, 14 Diagnostic Medical Imaging Program, 9 Graduation Honors, 17 Midwifery Profession, 23 Medical Informatics Program, 9 Laboratory Facilities, 48 Program Objective, 23 Midwifery Program, 9-10 Directions to Downstate, 2 Programs of Study, 23 Midwifery Certification/Licensure By Automobile Documentation, 14 Minority Affairs Parking Midwifery Direct Entry Program, 9 See “Web Links,” in this Index By Railroad Midwifery Master of Science, 10 By Bus Mission, Downstate, 5 Midwifery Options for Registered Nurses, 10 Midwifery Advanced Certificate, 10 Diversity and Inclusion, Office of Mission and Educational Environment- CHRP, 8 Midwifery Options for Midwives, 10 See “Student Handbook” and “Web Links” in this N Occupational Therapy Program, 10 Index Physician Assistant Program, 11 Notification of Admission Status, 13 Physical Therapy Program, 11 E O Advanced Learning Resource Center, 48 Educational Focus Statement (CHRP), 5 Alternate List, 15 Education Rights and Education Law, 58 Occupational Therapy Program, 29-32 Application Deadlines and Timelines, 15 Educational Opportunity Program, 14 Accreditation, Credentialing, and Licensure, 29 Application Instructions, 15 Email addresses, 15 Admissions, 10 Clinical Care Facilities, 49-53 Career Opportunities, 29 Credit by Examination Programs, 13 F Course Descriptions, 30 – 32 Deferrals, 15 Facilities for Instruction, 48 Faculty, 29 Educational Opportunity Program, 14 Faculty, Alphabetical List, 54 – 55 Graduation Honors, 29 Health Care Experience, 13 Faculty/Student Association Laboratory, 48 International Applicants, 14 See, “Web Links,” section of this Index Open House and Campus Information Sessions, 9 Notification of Admission Status, 13 Financial Aid P Part-Time Study, 14 See, “Student Handbook” and “Web Links” Re-applicants to Degree Programs, 15 in this Index Parking Required Examinations, 13 See p. 44 in Student Handbook Founding of SUNY Downstate Medical Center, 6 Second Degree Applicants, 14 Part-Time Study, 14 Studies Completed Outside of United States, 13 G Physical Therapy Program, 33 – 40 Transfer Credit, 14 Accreditation, Credentialing, and Licensure, 34 Transfer Credit to Meet Admission Grading Policy (CHRP) See pages 66-67 in the Student Handbook Admissions, 11 Requirements, 14 Career Opportunities, 33 Program of Study Transfer Credit, 14 Clinical Education, 34 H Combined BS/DPT Curriculum and Program, 33 B Health Care Experience, 13 Course Descriptions – BS in Health Sciences, 35 Board of Trustee Members, 4 HEGIS Codes, 16
60 • SUNY DOWNSTATE MEDICAL CENTER COLLEGE OF HEALTH RELATED PROFESSIONS Course Descriptions – Doctor of Physical Residential Life, 29 Financial Aid Therapy, 36 Student Activities, 30 http://sls.downstate.edu/financial_aid/ Faculty, 33 Student Affairs, 23 – 24 Graduation Honors, 35 Student Conduct Library Laboratory, 48 Appendix I – Tuition and Fees, 138 – 141 http://library.downstate.edu/ Physician Assistant Program, 41 – 45 Appendix II – Federal and State Regulations, Programs of Study Accreditation, 41 141 – 172 Diagnostic Medical Imaging Admissions, 11 Appendix III-Rules of Student Conduct, http://sls.downstate.edu/registrar/chrp/ Career Opportunities, 42 173 – 185 program_of_study/documents/DMI- Course Descriptions, 42 – 45 Student Health, 34 2015NEWProgofStudy_002.pdf Faculty, 41 Support Services for Students, 25 – 48 Graduation Honors, 41 Tuition and Fees, 138 – 140 Medical Informatics Program Description and Background, 41 Tuition Refunds, 139-140 http://sls.downstate.edu/registrar/chrp/program_of_ Laboratory, 48 University Police, 45-46 study/documents/MIMS-2015NEWProgofStudy. University Resources, 20-46 pdf Programs of Study University Services, 25 – 48 See, “Web Links,” in this Index Midwifery – Master of Science Student Life http://sls.downstate.edu/registrar/chrp/pro- R See “Student Handbook” and “Web Links” gram_of_study/documents/NEWNEWMidwifery- Re-applicants to Degree Programs, 15 in this Index 2015ProgofStudy_000.pdf Registrar, Office of SUNY Council Members, 4 Midwifery – Advanced Certificate See “Student Handbook” and “Web Links” SUNY Downstate Leadership and Deans, 4 http://sls.downstate.edu/registrar/chrp/program_of_ in this Index SUNY Downstate Mission, Vision and Values study/documents/MW-C2015ProgofStudy.pdf Required Examinations (Admissions), 13 Statement, 5 Residential Life Support Services for Students Occupational Therapy See “Student Handbook” and “Web Links” See link to “Student Handbook” in this Index http://sls.downstate.edu/registrar/chrp/program_of_ in this Index study/documents/OT-SU2015ProgofStudy.pdf R Physical Therapy S Table of Contents, 3 Teaching Facilities, 48 http://sls.downstate.edu/registrar/chrp/program_of_ Second Degree Applicants, 14 study/documents/PT-2015ProgofStudy_000.pdf Student Affairs Transfer Credit, 14 See “Student Handbook” and “Web Links” Transfer Credit to Meet Admission Physician Assistant in this Index Requirements, 14 http://sls.downstate.edu/registrar/chrp/program_of_ Program of Study Transfer Credit, 14 Student Conduct study/documents/PA-2015ProgofStudy_000.pdf See the following pages in the Student Handbook Tuition and Fees (Bursar’s Office) See, “Student Handbook” and “Web Links” section Registrar, Office of Appendix I – Tuition and Fees, 138 – 141 http://sls.downstate.edu/registrar/ Appendix II – Federal and State Regulations, 141 of this Index – 172 Tuition Refunds Residential Life Appendix III -Rules of Student Conduct, See, “Student Handbook” section of this Index ... http://sls.downstate.edu/residential_life/ 173 – 185 U Student Affairs, Office of Student Financial Aid http://sls.downstate.edu/student_affairs/ See, “Student Handbook” and “Web Links” University Police in this Index See “Student Handbook” and “Web Links” in this Student Handbook Index http://sls.downstate.edu/student_affairs/handbook. Student Counseling html See, “Web Links,” in this Index University Resources See “Student Handbook” and “Web Links” in this Student Life Student Health Index See, “Student Handbook,” in this Index http://sls.downstate.edu/ University Services, Student Retention, 16 See “Student Handbook” and “Web Links” in this Support Services for Students Studies Completed Outside of United States, 13 Index Academic Development State University of New York Campuses, 56 http://sls.downstate.edu/academic_development/ State University of New York Overview, 56 W Minority Affairs Student Handbook Web Links: http://sls.downstate.edu/minority_affairs/ See link to Student Handbook pdf in “Weblinks,” Bookstore the Handbook’s Table of Contents and Index, and http://www.downstate.edu/fsa/bookstore.html Student Health http://sls.downstate.edu/student_health/ these specific pages in the Handbook: Bursar’s Office, see Student Handbook, page 26 Academic Policies (CHRP), 59 – 73 http://sls.downstate.edu/bursar/ Student Counseling Bookstore, 25 http://sls.downstate.edu/student_counseling/ Bursar, 26 Academic Calendars Chaplain Services, 46-47 http://sls.downstate.edu/registrar/calendars.html Tuition and Fees (Bursar’s Office) Children’s Center, 26 http://sls.downstate.edu/bursar/tuition_fees.html Diversity and Inclusion, Office of, 43 Office of Diversity, see Student Handbook, p 43 Financial Aid, 21 http://www.downstate.edu/diversity/index.html University Police, see Student Handbook, p 45-46 http://www.downstate.edu/police/ Grading Policy (CHRP), 66-67 Faculty Student Association Library, 26 http://www.downstate.edu/fsa/ Parking, 44 Registrar, 22-33
COLLEGE OF HEALTH RELATED PROFESSIONS SUNY DOWNSTATE MEDICAL CENTER • 61