Minimum 3rd year (level 3) standing and one of (BCHM 218/3.0; BCHM 270/3.0).

Physiological Basis of Health and Disease

After completing PATH 310, students will be able to:

1. Integrate underlying genetic and biochemical factors with resultant pathologic processes and disease states. 
2. Compare and contrast the contributions of genetics and environmental factors to disease.
3. Apply course concepts to a hypothetical disease to identify its molecular basis and clinical features, and rationalize testing and treatment options. 
4. Clearly and concisely articulate ideas in both oral and written formats, working individually as well as in team-based learning groups. 

• Communicator
• Advocate
• Leader
• Scholar
• Professional
• Collaborator

Assessment 1 - Team-Based Learning Assignment #1 (25%)

In this Team-Based Learning (TBL) Assignment, students will explore the criteria that must be assessed prior to initiating
molecular tests of any nature. Students will use this as an opportunity to enhance their understanding of module concepts in relation to testing considerations and independently explore the scientific literature to further apply their knowledge. Students will complete work individually before collaborating with group members to generate lists of considerations with rationales during the first three sessions. In the fourth session, each small group will receive information on a hypothetical disease and apply their gained knowledge to determine what kinds of molecular tests should be used. Student participation in small group discussions and submissions for each session will also be evaluated, and influenced by the peer assessments received.

Assessment 2 - Team-Based Learning Assignment #2 (25%)

In this TBL, students will be provided with an example of a complex health question. Individually and then in small groups
during the first 3 sessions, students will identify the complex individual and population-centric factors that need to be
considered, and weigh appropriate supporting evidence, in order to evaluate if a given hypothesis is worth testing. The goal of is not to solve the identified problem, but to understand the complexity of the issue. In the 4th session, each small group of students will generate their own hypothesis worth testing, and rationalize the factors and approaches they would use to address their complex health problem. Student participation in small group discussions and submissions for each session will also be evaluated, and influenced by the peer assessments received.

Assessment 3 - Small Group Peer Assessments (5%)

Students will have the opportunity to provide peer feedback twice to their TBL #1 and TBL #2 group members regarding their participation and collaborative work in the TBL sessions. Students will receive grades for completing the survey of their peers. Feedback received about each group member will influence each individual’s participation grade in each of TBL #1 and #2.

Assessment 4 – Midterm Exam (15%)

Working individually, students will complete an online proctored midterm exam to assess their ability to apply knowledge and demonstrate an understanding of course material. This evaluation will include case-based multiple choice and short answer
questions that will test students’ overall understanding and application of course material.

Assessment 5 – Final Exam (30%)

Working individually, students will complete an online proctored final exam to assess their ability to apply knowledge and
demonstrate an understanding of the course material. This evaluation will include case-based multiple choice and short answer questions that will test students’ overall understanding and application of course material.

Students can expect to spend approximately 9-10 hours a week (120 hours per term) in study/practice and online activities for PATH 310.

PATH 310 course notes via modules posted online.