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: COMMUNICATION SKILLS
This course presents knowledge and skills for personal and professional communication. Students continue working to develop such clinical-practice-related written products as patient referral letters, clinic and educational pamphlets, press releases, cover letters, curriculum vitae, and letters to editors. Each student develops and gives an oral presentation including slides on a randomly-assigned general topic and audience type. All class slide presentations, often 20-30 talks, are then provided to all students in the class for their use as they begin marketing their practices.
: CRITICAL THINKING FOR HEALTH PROFESSIONALS
Introduction to scientific reasoning. Students are introduced to the skill of scientific critical thinking in everyday life, much as a scientist uses critical thinking to develop valid and reliable knowledge. Students practice the language or reasoning, and they identify and evaluate assumptions and statements presented as fact. Students evaluate patterns of reasoning and assess the credibility of causal inferences.
This course teaches students the structure and process of "doing ethics" relevant to real issues that emerge in professional health care settings. Students respond to case dilemmas, clarifying issues, values, and how they would resolve ethical conflicts. The course focuses on practical problem-solving. Students begin their preparation for professional life by anticipating ethical challenges and working on resolutions.
: UNDERSTANDING & USING RESEARCH
A continuation of Foundations of Evidence-Informed Practice (EIP) in earlier trimesters. Students identify an area of interest, location ten or more articles from thie peer-reviewed scientific literature, and appraise and summarize them. Student develop reviews of research that can be used in doctors' clinical summaries and as patients' health education abstracts. Class projects promote students' skills in appraising and summarizing research and generating useful research questions and research designs.