|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
2.00 Credits
A variety of important infectious diseases are discussed. Attention is paid to the causative agent, natural source, disease symptoms, mode of transmission, treatment, prevention, evolution, eradication, and historical impact of each. Lectures and assigned reading include discussions of small pox, yellow fever, measles, hemorrhagic fevers, AIDS, influenza, rabies, West Nile, SARS, plague, typhus, cholera, tuberculosis, syphilis, malaria, Lyme disease, and antibiotic resistant pathogens. The mechanisms underlying the emergence of "new" diseases are emphasized. Two one-hour lectures per week; two mid-term exams and a final constitute the basis for grades. Enrollment limited to 50 students.
-
1.50 Credits
Section 02: This course offers undergraduate students the unique opportunity to participate in teaching of anatomy and physiology in a local public high school. The course is designed to provide university students interested in Medicine/Health and or Science careers with a means to serve the community by offering knowledge-based teaching assistance to a diverse population of students. Participants are required to spend a minimum of 72 classroom hours (two hours, 3 times per week for 12 weeks) per semester in the high school class. Class schedule to be arranged per agreement of course coordinator and high school classroom instructor. Eight additional 75-minute evening classroom discussion sessions are required. Discussion topics include: effective classroom communication and instruction; educational challenges in today's society; academic excellence as a community goal; and building social consciousness to prepare for careers in medicine, health and science. Prerequisites: application required; minimum 6 credits of college-level anatomy and/or physiology course work, minimum science GPA of 3.2. Credit/no credit only.
-
1.00 Credits
Through a weekly two-hour lecture, students receive accurate, straightforward, and detailed information regarding every step of the medical education process. They are taught how to use their four years in college in order to be prepared and competitive for medical school. Everything from the timing of one's AMCAS application to the medical school interview is covered. Students learn about the two major types of medical school curricula; how to pick a medical school; the examination process in both medical school and residency; how medical students choose a specialty; and the lifestyle in medical school, residency, and beyond. Tips on the application process and on financing one's medical education are given directly from the Dean of Admissions and the Dean of Financial Aid, respectively, for the School of Medicine. A Q&A session with resident physicians from several different specialties is held in order to learn what doctors like and don't like about their chosen specialties and the challenges they've faced during their training. Another Q&A session is held with students from the School of Medicine, (both M.D. and M.D./Ph.D.) who provide tips on how to prepare for medical school and what to expect. Important topics such professionalism, medical ethics, universal healthcare, coping with death and dying and the growing problem of medical malpractice also are covered. The only course work involved in this section is a weekly essay assignment focusing on questions students might face on the interview trail. The purpose of this course is to prepare students for the realities of a life in medicine and/or help them decide whether medicine is the right career for them. Credit/no credit only.
-
3.00 Credits
The Pediatric Emergency Medicine Research Associates Program (PEMRAP) offers undergraduate premedical students the opportunity to participate in clinical, patient-oriented research projects in a hospital setting. Students have the opportunity to work in the St. Louis Children's Hospital Emergency Department, a nationally recognized pediatric emergency medicine and trauma care facility. A number of research projects are currently under way in various areas of pediatric emergency medicine. Topic areas include: abdominal injury, identification of new viruses in children with fever, and antibiotics-resistant staph infections. Research associates are expected to work two four-hour shifts per week and to attend a weekly two-hour meeting on Tuesdays from 1:30 to 3:30 p.m. at St. Louis Children's Hospital. Weekly meeting includes lectures given by Emergency Department faculty members. This program offers students the unique opportunity to be a vital part of the ED research team. In addition, the RA's experience in the ED may help him/her determine if medicine is truly the career path he/she wishes to choose. Credit/no credit only.
-
3.00 Credits
CAREm is a unique program designed specifically for students considering a career in medicine and/or research. In this course, students introduced to clinical research work in the Emergency and Trauma Center of Barnes-Jewish Hospital at Washington University School of Medicine. Students assist investigators on various research studies, including traumatic brain injury, diabetes, influenza, pneumonia, radiology, and more. CAREm is limited to 12 students per semester. Spots in the course are given to the first 12 students who have submitted a completed registration packet and fulfilled the requirements of the Barnes-Jewish Hospital Volunteer Program. Students are contacted individually prior to the first week of class to ensure that the mandatory requirements are met and to schedule times for other specific requirements to take place. Each student is required to dedicate eight hours per week as a research assistant (RA) for clinical research trials. As research assistants, students' duties require them to screen patients in the Emergency Department, consent eligible patients, complete various documentation, and perform other research-related activities. Through a weekly two-hour lecture, students are educated on the importance of ethical research and the different types of research conducted. In addition, students are introduced to methodological concepts of the various clinical research projects. Weekly lectures include presentations given by faculty members and the course masters. The lecture series includes topics such as basics of clinical research, types of clinical research, study design and methodology, and basic statistics. Credit/no credit only. Prerequisite: sophomore, junior, and senior level only.
-
4.00 Credits
The course provides an introduction to cellular, molecular, and developmental biology. An understanding of cellular architecture and the properties of biological macromolecules is integrated with discussion of the flow of genetic information within cells. The final section of the course covers investigation and manipulation of genetic information by molecular genetic technologies, as well as developmental strategies employed by multicellular eukaryotes. Weekly labs reinforce concepts from lectures and explore common laboratory techniques and computer-based resources. Prerequisites: Chem 111 and Chem 112 (concurrently). Three hours of lecture and two hours of lab per week.
-
4.00 Credits
A broad overview of genetics, including Mendelian assortment, linkage, chromosomal aberrations, variations in chromosome number, mutation, developmental genetics, quantitative genetics, population genetics, mechanisms of evolution, and phylogenetics. Three lectures and one laboratory period each week. Prerequisite: Biol 2960, or permission of instructor.
-
3.00 Credits
How did Elvis, Socrates, and Babe Ruth die? How did David Letterman and Dick Cheney survive? In this course we work toward understanding the biology behind human health and disease. We examine cases from the news, literature, and history. We work like detectives to understand how and why the characters were affected, and healed or died. This course is designed for students who do not plan to major in science, and no prior science background is expected. Prerequisite: sophomore standing or permission of instructor. A student may not receive credit for both Biol 303A and Biol 100A, 2960, 2970, or UCollege B320, B3201, B321, B3211.
-
3.00 Credits
A lecture course that provides an introduction to plant development, genetics, physiology and biochemistry with emphasis on processes that can be manipulated or better understood through genetic engineering. The second half of the course emphasizes gene structure, expression, and cloning as well as methods for introducing foreign DNA into plant cells and regenerating fertile plants in tissue culture. Examples of genetically engineered traits discussed include: engineered herbicide resistance; virus and insect resistance; delayed fruit ripening; the use of plants for production of industrial and pharmaceutical compounds. Prerequisites: Biol 2960 and Biol 2970.
-
2.00 Credits
Systems physiology with emphasis on human physiology. Prerequisites: Biol 2960 and Chem 112A.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2024 AcademyOne, Inc.
|
|
|