RESP 1270 - Physician’s Seminar I

Academic Division:

Health Sciences

Academic Discipline:

Respiratory Care

Assistant Dean: Leesa Cox, MBA, PTA

2 Credit(s)
This course is a discussion course focused on problem based learning of patient care. The course aides the student by relating previous and current laboratory, classroom, and clinical experiences into a more meaningful perspective of total patient care. Physician, faculty, and students present real patient cases to the class from their own clinical experience. Class discussion focuses on patient assessment, diagnostic laboratory testing, and analysis to rule out a diagnosis and develop a treatment plan with follow up assessment of therapy for effectiveness. Physician led discussion of medical topics such as: taking a patient history, past medical history, social history, assessing chief complaint, physical examination, evaluation of chest and upper airways, radiologic interpretation, special procedures, mechanical ventilation, differential diagnostic procedures, ethical-legal issues, pathology, pharmacologic intervention, and other related material are presented during the term. In this course, disease processes are explored in depth as to etiology, pathophysiology, clinical manifestations, diagnosis, therapeutics, prognosis, and respiratory involvement. Semesters available: Day - Sp UG

2 Lecture Hour(s);

Required Prerequisite Course(s): Take RESP 1110 , RESP 1140 , RESP 1190 ;

Required Concurrent Course(s): Take RESP 1290

Required as Prerequisite or Concurrent Course(s): Take RESP 1220 and RESP 1250

College Wide Outcomes

College-Wide Learning Outcome	Assessments - - How it is met & When it is met
Communication – Written
Communication – Speech
Intercultural Knowledge and Competence
Critical Thinking
Information Literacy
Quantitative Literacy

Student Learning Outcomes for Course

Outcomes	Assessments – How it is met & When it is met
1. Present a case with a cardiopulmonary related problem from their clinical experience. The patient content will include all pertinent information such as: a. CC, HPI, PH, PE, Diagnostic tests. b. What particular teaching point is associated with the case?	Individual case presentation on assigned date weeks 1-15
2. Apply data obtained to answer all questions pertinent to the case the student presents a. Discuss significance of normal findings b. Discuss significance of abnormal findings c. Recommend appropriate assessment and plan of care d. Use medical terminology correctly	Individual case presentation on assigned date weeks 1-15
3. Synthesize case studies for the purpose of presenting to the class: a. Presented case information in chronological order b. Utilize visuals in their presentation c. Utilize medical terminology correctly d. Utilize correct grammar e. Speak clearly f. Manage the classroom environment during the presentation g. Lead the class in discussion questions pertaining to the case being presented	Individual case presentation on assigned date weeks 1-15
4. Summarize all cases presented during the class reflecting upon: a. Summarize the case b. Describe the learning point c. Describe the new learning point d. Define the pathology presented e. Understand the Etiology f. Describe Clinical manifestations g. Explain the Treatment h. Understand the Prognosis	Summarize/ Reflection/ Response of Case Study Presentation Weeks 1-15

Standard Grading Scale
93-100 A

90 - 92 A-

87- 89 B+

83 - 86 B

80 -82 B-

77- 79 C+

73 - 76 C

70 -72 C-

67- 69 D+

63 - 66 D

60 -62 D-

00- 59 F

Statement on Diversity
North Central State College believes that every student is a valued and equal member of the community.* Every student brings different experiences to the College, and all are important in enriching academic life and developing greater understanding and appreciation of one another. Therefore, NC State College creates an inclusive culture in which students feel comfortable sharing their experiences. Discrimination and prejudice have no place on the campus, and the College takes any complaint in this regard seriously. Students encountering aspects of the instruction that result in barriers to their sense of being included and respected should contact the instructor, assistant dean, or dean without fear of reprisal.

*Inclusive of race, color, religion, gender, gender identity or expression, national origin (ancestry), military status (past, present or future), disability, age (40 years or older), status as a parent during pregnancy and immediately after the birth of a child, status as a parent of a young child, status as a foster parent, genetic information, or sexual orientation,

Standard NCSC Course Policies
Important information regarding College Procedures and Policies can be found on the syllabus supplement located at this link