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IBC 604
Pathophysiologyfor Behavioral Care Providers
Syllabus
Janet L. Cummings, Psy.D.(Instructor)
775-848-3677 (cell)
Dylan Brunson(Technology Assistant and boy genius)
� Assistance with any technology-related questions.
“The Bat Phone” 775-870-0100
Course Materials Access
All course materials are posted on the following website:
www.cummingsdbh.comEach DBH student will have an individual password for accessing the materials. This will be discussed during the first live Webinar.
Continuing Education students will also be assigned an individual password at the time of registration.
Please contact Dylan if you have any access issues.
Requirements for DBH and other ASU students
1. View all pre-recorded lectures and complete all reading assignments.
2. Participate in all live Webinars. If you are unable to participate live, you may view the Webinar after the fact.
3. Paper or project (2-10 pages).4. Final exam (open book, open notes, application-oriented).
for Continuing Education students◦ 1. View all pre-recorded lectures.◦ 2. Answer questions, and return them to the
Cummings Foundation office.
Required Readings1. Wolters Kluwer Health. (2009).
Pathophysiology made incredibly easy. Lippincott Williams & Wilkins.
4th Edition (2009) or 5th Edition (2012)
The course materials include a “Glossary of Terms” in .PDF format. The Glossary is NOT required reading. Rather, it is a resource for you to look up any medical terms in the textbook which are not well-defined and which you don’t understand.
You can purchase this book thru Amazon.com.
Required Readings, cont.
2. Cummings, N.A., Cummings, J.L., & Johnson, J.N. (Eds.) (1997). Behavioral health in primary care: A guide for clinical integration.
You are NOT required to purchase this text. Assigned chapters are posted on the course website.
Assigned chapters in above volume:
Chapter 11: Williams & Williams Life skills training to ameliorate the impact of psychological
factors on the development and course of medical illness.
Chapter 12: Budman & Butler The Lilly Family Depression Project: Primary care prevention
in action.
Chapter 17: Cummings & Cummings The behavioral health practitioner of the future: The efficacy
of psychoeducational programs in integrated primary care.
Recommended References
Lippincott Williams & Wilkins (Pub.). (2005). Pathophysiology: A 2-in-1 reference for nurses. ISBN 1-58255-317-3
Lippincott Williams & Wilkins (Pub.). (2010). Pathophysiology: An incredibly easy pocket guide.
ISBN 13:978-1-60547-253-9
You are not required to purchase these reference books. However, you may wish to purchase them now or in the future, as they are great reference books.
Paper Topics (select one)1. Outline a protocol for a psycho-educational program which could serve as an adjunct treatment for a medical condition of your choice.
2. Choose an alternative treatment and briefly discuss its use (and validation) in treating a medical condition or conditions.
3. Prepare a brochure or other educational material on a selected medical and/or behavioral topic for a specific target audience.
4. Choose a “hot topic” in medicine and discuss current research (what we know and what we don’t know). Prior approval from the instructor is recommended.
5. Other (with instructor’s approval). Those students who are not in the Doctor of Behavioral Health Program are encouraged to select a paper topic which applies the course material to their own field of study. Please discuss such topics with the instructor before beginning your paper.
Due Dates� Paper/project � Take-home final
Early projects/finals will be greatly appreciated. Students who turn in work early will be given specific feedback which may help to improve their grades prior to the end of the session.
Students who turn in work early (1 week or more before the deadline) will receive a boost in their grade (e.g., A to A+).
Course Topics
and Suggested Schedule
Week 1 Behavioral healthcare practitioners as adjuncts to medical care (readings from Cummings, Cummings, & Johnson book) Psycho-educational programs in primary care
Week 2 Integrated care: Becoming part of the team
◦ Stress management Chronic pain management
Week 3 Somatization disorder Making sense of contradictory research findings Alternative Medicine
Week 4 Pathophysiology Basics (Chapter 1 in textbook)
Week 5 Nutrition Antioxidants
Week 6 Cancer (Chapter 12 in textbook)
Week 7 Infection, the immune system, and psychoneuroimmunology (Chapters 10 and 11 in textbook)
Week 8 Endocrine system (Chapter 7 in textbook) Genetics (Chapter 13 in textbook)
Week 9 Respiratory system (Chapter 3 in textbook)
Week 10 Cardiovascular system (Chapter 2 in textbook)
Week 11 Neurologic system (Chapter 4 in textbook)
Week 12 Digestive system (Chapter 5 in textbook)
Week 13 Renal system (Chapter 8 in textbook) Blood/Hematologic system (Chapter 9 in textbook)
Week 14 Musculoskeletal system (Chapter 6 in textbook)
Week 15 Skin Eyes
Note:
You are not required to view lectures on a set schedule. You may work ahead, or you may catch up if you get behind.
The instructor’s Keynote slides for all topics are posted on the course website.
The Keynote slides are quite detailed. You will need to take very few (if any) notes during the lectures.
GradingThe instructor’s focus is on LEARNING, not on grades.
Students are not required to memorize medical terminology or medical facts. The focus of the course is on the APPLICATION of the course material to clinical settings.
Any student who receives less than an “A” on the paper or final exam will be given specific suggestions on how to raise their grade. The student will then have the choice of accepting the grade or working toward an “A” grade.
The instructor is happy to give direction on papers, and to read drafts ahead of the due date.
� Class participation 1/3 of final grade
� Paper/project 1/3 of final grade
� Take-home final 1/3 of final grade
