Georgia Perimeter College Faculty Senate New Course

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1 Page 1 of 8 Georgia Perimeter College Faculty Senate New Course Number: 09-Oct-12 Date submitted: 10/30/2012 Date approved: Title of Proposal: New Course HIMS 3200 Medical Terminology Initiator and Place of Origin: Lee McKinley, Health Informatics - GPC Date Approved by Curriculum Committee: September 2012 Course Curriculum Chair(s): [sign if committee agrees; attach comments] Proposal connected with other Proposal(s), #(s): Implementation date of the Proposal: Fall 2013 The NEWTON Campus Faculty Senate has reviewed this proposal. (Name of Campus) Signed: Date: (Campus Chair) The NEWTON Campus Library Director has reviewed this proposal. (Name of Campus) (Only required for new courses, programs, or curriculum) Signed: Date: (Library Director) The BUSINESS Academic Dean has reviewed this proposal. (Name of Discipline) Signed: Date: (Academic Dean) This Proposal has met Senate procedural requirements and is ready for Senate review and action. Signed: Date: (Faculty Senate Chair)

2 Page 2 of 8 Georgia Perimeter College Faculty Senate New Course Course Title: Medical Terminology Course Abbreviation and number: HIMS 3200 Credit Hours: 2 Contact Hours per Week: 2 Type of Course: Lecture [ X ] Lab [ ] Clinic [ ] Other Lecture Hours: 1.75 Lab Hours: Clinic Hours: Other: A. Rationale This course is part of the Health Informatics Bachelor of Science degree program. It was developed in accordance to the curriculum objectives and standards as stated by the Commission of Accreditation for Health Informatics and Information Management (CAHIIM) the accrediting body of the American Health Information Management Association (AHIMA). B. Criteria (Answer each of the following questions yes, no, or not applicable. A short explanation may be included where necessary.) 1. Are the objectives of the institution met? YES 2a. Have you discussed this proposal with the Library Director of at least one campus? YES 2b. Does that Library Director agree that library holdings are adequate to support this course? (If not, attached plan for correcting deficiencies.) YES 3. Will suitable space for classrooms and labs be available? YES 4. Can the course be scheduled in the near future? YES

3 Page 3 of 8 5. Will the course appear in the catalog and the schedule? YES 6. Is a textbook needed for the course? YES 7. Is a textbook available for the course? YES 8. Will this course require hiring new personnel? YES, one dedicated full-time faculty position required to satisfy CAHIIM standards/requirements; this faculty member will teach multiple HI courses each semester (no more than 3 preps per semester) 9. Does the course overlap with any other course/program? NO 10. Will the course transfer to the senior colleges and universities? YES WITH LIMITATIONS (transfer to another Health Informatics/Health Information Management bachelor degree program) 11. Has the need for the course been adequately demonstrated? YES 12. Will the addition of this course affect the present balance within the department or between departments? NO 13. Have the budgetary implications of this change been assessed? (Insert a five year budget plan at the end of this document.) YES 14. Is the course compatible with the core curriculum? N/A (admission to degree program requires completion of the core curriculum) 15. Has this proposal been discussed with the Academic Deans? YES 16. Has a separate Senate proposal been completed to insert the new course into a program of study? YES C. Other Questions 1. Approval of this course would necessitate a deletion of the following course(s): N/A 2. This course may apply toward graduation in the following programs: Bachelor of Science Health Informatics 3. This course would be taught on the following campus(es): Newton, Clarkston, online (in conjunction) 4. In what discipline must an instructor be SACS qualified in order to teach this course? Biology, Nursing, Medicine/Medical, Health Informatics/Health Information Management (RHIA certified)

4 Page 4 of 8 5. To which area of the core curriculum would this course apply? N/A 6. Explain how this specific course fits within the context of the institution s mission and general education program and advances the University System and the institution s general learning outcomes. If this is a course proposal for Area B, explain how the course addresses the institution s philosophy, goals, and objectives for courses offered in Area B. Also note that courses specific to the major, skillsbased courses and orientation courses are not appropriate for Area B of the Core. N/A 7. Indicate the approved institutional Core Area learning outcome that this course supports (e.g., The course is proposed in support of Learning Goal A1 Communication Outcomes and the learning outcome is: Students have the ability to adapt communication to circumstance and audience.) N/A 8. Does this course fulfill an overlay requirement for Learning Goal I US Perspectives in the institution s General Education Program? N/A 9. Does this course fulfill an overlay requirement for Learning Goal II Global Perspectives in the institution s General Education Program? N/A 10. Does this course fulfill an overlay requirement for Learning Goal III Critical Thinking in the institution s General Education Program? N/A 11. Is this course a required course or an elective course in that area? REQUIRED 12. Is this course offered at other USG institutions? Yes - limited to Health Informatics/Health Information Management degree programs 13. Should the grade mode be institutional or normal/transferable? NORMAL/TRANSFERABLE 14. In which GPA calculations will the course count? NORMAL/TRANSFERABLE 15. Can students audit the course? NO 16. Will this course satisfy a CPC deficiency? NO 17. Will this course follow the normal class meeting times and schedule? If not, what type of class meeting times and schedule will it follow? YES 18. Specify prerequisites, co-requisites, approval of department chair and appropriate Learning support and ESL requirements. Admission to Health Informatics program

5 Page 5 of 8 D. Briefly describe how this course will help meet the objectives of the College. Every unit within a health care organization must adhere to the policies, procedures, and standards set forth by several types of organizations. These can be government entities (federal, state, and local) in addition to accrediting bodies such as the Joint Commission, the American Medical Association, and in particular for the Health Informatics program, the American Health Information Management Association (AHIMA). Professional education programs must go beyond the general accrediting bodies requirements (i.e. SACS) and offer curriculum that is recommended by their specific accrediting bodies. AHIMA addresses their education recommendations through the Curriculum Competencies and Knowledge Clusters document for specific degrees. Each course of the Bachelor of Science in Health Informatics degree program has been developed with this document as the guide. Current professional programs at GPC are established and maintained by their guiding professional accrediting bodies (Nursing, Dental Hygiene). It is the goal of the Health Informatics program to attain the accreditation from AHIMA to keep in the tradition of GPC professional programs. All courses must be in place in order to begin the accrediting process. This course was developed and addresses the following areas of the 2011 AHIMA Curriculum Competencies and Knowledge Clusters for Health Information Management Baccalaureate Degree: Domain: Biomedical Sciences Medical Terminology (Blooms Level 5 Evaluating) E. Common Course Outline

6 Page 6 of 8 Georgia Perimeter College Common Course Outline Course Abbreviation & Number: HIMS 3200 Course Title: Medical Terminology Credit Hours: 2 Prerequisites: BIOL 1612 Anatomy and Physiology II; Admission into the program Co-requisites: none Course Description: Basic study of the profession language of medicine, including work construction, pronunciation, spelling, definition and the use of terms from all areas of medical science and hospital service, including diagnostic procedures and pharmacology. Expected Educational Results: As a result of having taken this course student will be able to: Describe how medical terms are created. Use basic medical suffixes and prefixes accurately. Defines directional terms and anatomic planes of the body. Identify selected body systems structures and their related word parts. Use system word parts, prefixes, and suffixes to build and define words. Define medical terms related to selected diseases. Define selected diagnostic and surgical procedural terms for each body system. Define other selected medical terms and related to color and medical specialties. Recognize selected abbreviations related to each body system. Spell, pronounce, and use specific medical terms. Interpret medical terminology into common English language vocabulary General Educational Outcomes:

7 Page 7 of 8 Produce well-organized communication that exhibit logical thinking and organization, use appropriate style for audience and meet conventional standards of usage: Students develop reading comprehension skills by reading the text and supplemental resources. Students develop their listening skills through lecture and group problem solving exercises. Students will develop their speaking skills through presentation of appropriate terminology in discussion of medical topics. Students will develop their writing skills by utilizing accurate terminology and grammar in describing anatomical areas, therapeutic means, and other related medical subjects. Demonstrate effective problem-solving and critical thinking skills through interpreting, presenting or evaluating ideas. Discerning the appropriate terminology in describing an anatomical features, maladies, and remedies. Course Content: I. Word Parts, Origins, and Construction a. Origins of Medical Terms b. Word Parts and Constructions II. Suffixes a. Actions or States b. Conditions and Diseases c. Location and Number d. Specialty e. Procedure and Treatment III. Prefixes a. Number or Quantity b. Location and Timing c. Specific Qualities IV. Organization of the Body a. Integumentary System b. Skeletal System c. Muscular System d. Cardiovascular System e. Lymphatic System f. Respiratory System g. Digestive System h. Urinary System i. Reproductive System j. Nervous System k. Endocrine System l. Special Senses Assessment of Outcome Objectives Course Grade:

8 Page 8 of 8 This course will be evaluated through the use of various assessment instruments including written and/or oral examinations with emphasis on proper spelling and pronunciation of medical terminology, individual and/or group projects involving research and analysis of anatomy, physiology, and pharmacology, and a comprehensive final examination encompassing identification and appropriate use of medical terminology. Course Assessment: A. This course will be assessed in the fall semester on a three-year assessment cycle. Objective questions assessing student mastery of outcomes for this course will be included in either the final exam or unit tests for this course. Each instructor must include these questions in the appropriate exam. Each instructor is responsible for reviewing and tabulating the results of these outcome assessment questions and transmitting them to the course or curriculum committee responsible for this course. Individual instructors should use feedback from assessment in their classes to review and evaluate their own teaching practices. B. The construction of the outcome assessment questions will be the responsibility of the Health Informatics Curriculum Committee. Use of Assessment Findings: Last Revised: The Health Informatics Curriculum Committee will meet in the spring term after the fall assessment to review the course and to evaluate the results. The review of the course outcome assessment findings will provide information on success in achieving the desired outcomes for this course on a college-wide basis. If fewer than 70% of the students perform successfully on questions measuring any particular educational outcome, the committee will examine teaching practices related to that outcome, the assessment instrument, and the desired learning outcomes to determine which, if any, of these need modifying. The committee will share its findings and recommendations with all faculty teaching this course, and may make changes to the desired educational outcomes, teaching practices, or assessment instrument as appropriate. August 8, 2012

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