Curriculum

The DMS curriculum is structured around the seven ARC‐PA competencies with core courses designed to provide students with advanced knowledge in areas that build on the students’ entry‐level education and experience including digital health and informatics, lifestyle medicine, nutrition, and public health. In addition to the core courses, students select an additional area of elective concentration for further study. The practicum experience is designed to further support application and synthesis of knowledge in the area of concentration. In addition, the program will be seeking approval of DMS courses for Category 1 Continuing Medical Education (CME) credit.

Core Courses

• HNUT 510 Modern Nutrition (3QH)
• HHCM 507 Healthcare Informatics (3QH)
• HHCM 630 Public Health Epidemiology (4QH)
• HLSM 500 Chronic Preventable Disease and Intro to Lifestyle Medicine (3QH)

Concentration (choose 1)

Lifestyle Medicine

HLSM 501 Strategies to Manage Mental and Emotional Health and Avoiding Risky Substances (3QH)

HLSM 600 Concepts of Population and Personal Health (4QH)

Leadership and Health Administration

HHCM 522 Healthcare Policy and Delivery Systems (4QH)

HHCM 524 Organizational Behavior and Human Resources (3QH)

Nutrition

HNUT 511 Advanced Nutrition and Chronic Diseases (4QH)

HNUT 513 Health and Wellness Coaching (3QH)

Health Professions Education

HHPE 510 Learning Theories (3QH)

HHPE 535 Instructional Design for Health Professions Education (4QH)

Practicum ‐ Clinical, Leadership or Education

HDMS 901, 904, or 907 Practicum Design (4QH)

HDMS 902, 905, or 908 Practicum I (3QH)

HDMS 903, 906, or 909 Practicum II (3QH)

Course Descriptions

Core Courses

HNUT 510 Modern Nutrition (3 QH) This course provides an in‐depth overview of human nutrition including the processes of digestion, absorption, transportation and excretion of food and nutrients; the structure, function, metabolism, requirements, deficiencies, and toxicities of protein, carbohydrate, fat, vitamins, minerals, trace minerals and ultra‐trace minerals; and the fundamental principles of energy metabolism and fluid, electrolyte and acid‐base balance.

HHCM 507 Healthcare Informatics (3 QH) This course will provide an overview of the management of data and information resources critical to effective and efficient healthcare delivery. Course concepts will include: ensuring accurate and complete data; coding for reimbursement; ensuring quality of data; analyzing data for decision support, research and public policy; and the protection of patient privacy and security. Interactions with healthcare entities such as patient care organizations, payers, research and policy agencies, etc. will also be discussed.

HHCM 630 Public Health Epidemiology (4 QH) This course explores the epidemiology of infectious and acute disease. Using conceptual foundations and applied solutions, students will use course readings and team discussions to prepare to examine the impact of infectious diseases involving various populations. The taxonomy and the chain of infection required for successful transmission of disease are included.

HLSM 500 Chronic Preventable Disease and Introduction to Lifestyle Medicine (3 QH) This course provides the student with a framework from which to build a practice of lifestyle medicine. An introduction and overview to lifestyle medicine as an evidence‐based approach to preventing, treating and reversing diseases. Discussion of the effects of chronic diseases on individuals and looking at the cost and burden of chronic diseases such as diabetes, obesity, cardiac disease, hypertension and metabolic disorder. The concepts of how to provoke behavioral change will be explored.

Lifestyle Medicine Concentration

HLSM 501 Strategies to Manage Mental and Emotional Health and Avoiding Risky Substances (3 QH) This course will focus on how mental and emotional health are negatively impacted by stress. In addition, the positive aspects of stress will be addressed. We will examine the latest research on stress‐reduction techniques such as relaxation, mindfulness and meditation on health and wellbeing. Proper sleep is a necessity for optimal functioning of the human body. A review of the basics of sleep and sleep cycles, how sleep affects the body’s functioning. Finally, the effect of risky behaviors such as tobacco, alcohol and drug use can be detrimental to the health and wellness of individuals. The use of motivational interviewing and smoking cessation will be explored. Given the opioid crisis in the US, we will look at the opioid crisis and discuss addictive behaviors and possible solutions.

HLSM 600 Concepts of Population Health and Personal Health (3 QH) This course will introduce the student to concepts of population health. Topics of social determinants of health, health disparities, diversity, equity and inclusion in relation to access to health care, health care policy and health literacy will be examined. The student will explore their own personal health and wellness and understand that healthcare providers must lead by example.

Leadership and Health Administration Concentration

HHCM 522 Healthcare Policy and Delivery Systems (4 QH) The historical evolution of health services provides a backdrop for the core focus of this course: the study of the healthcare system. The curriculum includes an analysis of the current changes in the healthcare environment and the problems affecting the delivery of healthcare in the United States that create a demand for government action. A study of the process of policy formation underscores the complexity and difficulty of government action. Economic and political approaches to health policy analysis will be introduced with a particular focus on contrasting competitive and regulatory approaches to the resolution of health policy problems.

HHCM 524 Organizational Behavior and Human Resources (3 QH) This course in Organizational Behavior (OB) and Human Resources (HR) is designed to introduce students to organizational behavior theory, organizational communication and human resource management principles to effectively lead and manage an organization. The Organizational Behavior students will apply management and leadership techniques garnered from successful healthcare organizations to understand and practice management functions, including: understanding employee behavior and motivation, assessing performance, employing groups and teams, operationalizing communication, evaluating conflict and making appropriate business decisions. The Human Resources functions of planning, recruiting, selecting, training and appraising will be emphasized. Realistic case studies, collaborative discussions, practical research and peer reviews will be used to develop students’ skills in organizational behavior and human resource management. Other topics will include rights and responsibilities of employers and employees, and future trends.

Nutrition Concentration

HNUT 511 Advanced Nutrition and Chronic Diseases (4 QH) (Prerequisite ‐ HNUT 510 Modern Nutrition) This course gives a clinical analysis of the pathophysiological and metabolic basis for nutritional management in the prevention and treatment of chronic diseases impacting the population, including diabetes, heart disease, obesity, cancer and osteoporosis.

HNUT 513 Health and Wellness Coaching (3 QH) This course builds on basic counseling skills to include health coaching techniques. The student will learn how to take a guiding role in empowering clients to choose a healthy lifestyle. Acting as a client‐centered health coach and empowering the clients to become the expert in determining their own wellness goals and plans, the student will practice motivational interviewing and other techniques to reach these ends.

Health Professions Education

HHPE 510 Learning Theories (3 QH) Students will examine domains of learning and adult learning theories and how they apply to health professions students. Topics include best practices for motivation, adapting to various learning styles, teaching models/strategies, instructional paradigms and interprofessional learning environments. The concept of lifelong learning is introduced and students will explore the role that higher education and corporate education/training play in instilling a desire for lifelong learning. In addition, students will develop statements of teaching philosophy and philosophy on interprofessional education.

HHPE 535 Instructional Design for Health Professions Education (4 QH) (Prerequisite ‐ HHPE 510 Learning Theories) Students will apply curriculum design techniques to design a course in an area of interest. Activities will include writing learning objectives, designing assessment tools and developing content. Students will also discuss how to adapt courses to include interprofessional students.

Clinical Practicum Course Series

HDMS 901 Clinical Practicum Design (4 QH) Students will integrate knowledge and skills acquired from their core and selected concentration coursework to design a project for implementation in a clinical or community‐based setting. Clinical practicum projects are focused on an evidence‐based approach to positively impacting the health of individuals or populations. In this course, students will work with a faculty mentor to develop and write a proposal detailing the goals, activities, outcomes and timeline for the proposed project. The student will also identify an onsite facilitator able to assist with implementation of the practicum and evaluation of the outcomes.

HDMS 902 Clinical Practicum I (3 QH) (Prerequisite ‐ DMSC 901 Clinical Practicum Design) In Clinical Practicum I, students implement their proposed project. Regular reflection and feedback from the faculty mentor and onsite facilitator will support students in advancing their learning and meeting planned objectives and timelines.

HDMS 903 Clinical Practicum II (3 QH) (Prerequisite ‐ DMSC 902 Clinical Practicum I) In Clinical Practicum II, students complete their proposed project, submit a written report and learning reflection, and present a summary of their project and its outcomes to the DMS faculty. The written report will address how the project advanced the student’s knowledge and expertise in relation to their selected area of concentration and contributed to achievement of program objectives.

Leadership and Administration Practicum Course Series

HDMS 904 Leadership and Administration Practicum Design (4 QH) Students will integrate knowledge and skills acquired from their core and leadership and administration concentration coursework to design an educational project for implementation in a clinical or community‐based setting. Practicum projects are focused on the evidence‐based application of leadership and administration principles to improve health system operations. In this course, students will work with a faculty mentor to develop and write a proposal detailing the goals, activities, outcomes and timeline for the proposed project. The student will also identify an onsite facilitator able to assist with implementation of the practicum and evaluation of the outcomes.

HDMS 905 Leadership and Administration Practicum I (3 QH) (Prerequisite ‐ DMSC 904 Leadership and Administration Practicum Design) In Leadership and Administration Practicum I, students implement their proposed project. Regular reflection and feedback from the faculty mentor and onsite facilitator will support students in advancing their learning and meeting planned objectives and timelines.

HDMS 906 Leadership and Administration Practicum II (3 QH) (Prerequisite ‐ DMSC 905 Leadership and Administration Practicum I) In Leadership and Administration Practicum II, students complete their proposed project, submit a written report and learning reflection, and present a summary of their project and its outcomes to the DMS faculty. The written report will address how the project advanced the student’s knowledge and expertise in relation to their selected area of concentration and contributed to achievement of program objectives.

Education Practicum Course Series

HDMS 907 Education Practicum Design (4 QH) Students will integrate knowledge and skills acquired from their core and education concentration coursework to design an educational project for implementation in an academic, clinical, or community‐based setting. Practicum projects are focused on the application of evidence‐based educational principles to activities such as teaching, curriculum design, or the development of learning materials. In this course, students will work with a faculty mentor to develop and write a proposal detailing the goals, activities, outcomes and timeline for the proposed project. The student will also identify an onsite facilitator able to assist with implementation of the practicum and evaluation of the outcomes.

HDMS 908 Education Practicum I (3 QH) (Prerequisite ‐ DMSC 907 Education Practicum Design) In Education Practicum I, students implement their proposed project. Regular reflection and feedback from the faculty mentor and onsite facilitator will support students in advancing their learning and meeting planned objectives and timelines.

HDMS 909 Education Practicum II (3 QH) (Prerequisite ‐ DMSC 908 Education Practicum I) In Education Practicum II, students complete their proposed project, submit a written report and learning reflection, and present a summary of their project and its outcomes to the DMS faculty. The written report will address how the project advanced the student’s knowledge and expertise in relation to their selected area of concentration and contributed to achievement of program objectives.