Tufts University OCW: Course List

Introduction to Game Development, Spring 2012

2013-05-05

Video game development is a multi-disciplinary, collaborative endeavor. In this course students from a range of interests across liberal arts and engineering will work in teams to create a video game. Topics covered in this course include: game design, the game engine, sound, rendering, 2 and 3D graphics, basic game physics and AI, sprites, and animation.

PPM 121 Nutrition and Medicine, Fall 2006

2013-03-12

This course teaches basic nutrition principles that are relevant to other medical courses such as pathology, growth and development, and pharmacology. The student can then integrate the role of nutrition into issues of overall health and disease development.

In the Nutrition and Medicine course, the student will:

Become familiar with the 3 standards of evaluation for dietary adequacy. What do they each do and how are they different?
Become familiar with the 5 questions to ask patients during the medical interview that constitute the "basic" nutrition assessment.
Know the 4 messages (WHAT) and WHY and HOW they can be used as nutrition interventions for basic health, weight maintenance, CVD, Hypertension and Type 2 Diabetes.
List the 4-5 nutrition components that influence the development and progression for the 4 chronic diseases (Obesity, CVD, Hypertension, and Type 2 Diabetes). Know the mechanism of the nutrient action, if known.
Be able to identify the top 4-5 nutrition issues for life stages: Pregnancy, Infants/Children, and the Elderly, as critical times for nutritional adequacy.
Understand the role of exercise in the development of chronic diseases.
Understand the role of behavioral skills in lifestyle change.
Identify the nutrition skills needed to make a successful lifestyle change in eating.
Gain the SKILL of being able to evaluate a "usual" intake of a patient's day to identify his/her main nutritional issues in relation to the 4 messages and justify your nutrition recommendaitons. This is in relation to the 4 chronic diseases and the 3 life stages listed above.
Know the 3 critical issues for nutirition support in the hospitalized patient.
Know the 5 top nutritional areas related to risk of cancer and the mechanism by which they are proposed to act.
Be able to identify 3-4 of the issues identified in the Controversy Panel and why they are important using CRITICAL THINKING.

Foundations of Nutrition Science, Fall 2013

2013-03-11

This course provides an understanding of basic nutrition science to students with a limited scientific background. Students will become familiar with: the principles of diet planning, government standards, and food labeling; the biological functions and food sources of each macro- and micronutrient; energy balance, weight management, and physical activity; the role of nutrition in chronic disease development; nutrition throughout the life cycle; food safety issues; and current nutrition-related controversies.

Veterinary Gross Pathology Image Collection, Summer 2012

2012-11-01

This photographic collection represents the collective experience of more than fifty years in veterinary diagnostic pathology. Most of the photographs were taken by me and other pathologists in the Section of Pathology at Tufts Cummings School of Veterinary Medicine between 1982 and 2010 for the purpose of documenting lesions seen during autopsy examinations of hospital patients. Many of the images were initially made on 35 mm transparency film and required subsequent digitization. This allowed correction, when necessary, for exposure and/or color balance errors in the original photograph. As a result, the digitized image was a marked improvement of the original.

Where appropriate, to further delineate the gross lesion illustrated, we have included microscopic images of the entity.

Some images in the collection were generously donated by Dr. Irwin Leav, distinguished professor emeritus, Tufts Cummings School of Veterinary Medicine. Dr. Leav spent a substantial portion of his professional career at the Tufts School of Medicine as well as the New England Medical Center, Boston, MA. As a result, a few images in his collection are from human patients. I chose to leave these images in the collection since they illustrate the comparative aspect of many diseases common to both humans and animals.

A number of photographs in the collection were taken by pathology residents. Although not individually acknowledged, I am grateful to the busy residents who took time to prepare and photograph many of the specimen in the collections, often on very busy days in the autopsy room while contending with numerous other responsibilities associated with pathology residency training.

How the Collection is Organized and Searching

To help those who may be looking for examples of specific diseases, the photographs in this collection are organized by both organ system and disease etiology. Primary organization is by organ system. Within each organ system the photographs are further sub-categorized by disease etiology.

It is also possible to search the collection using keywords in the SEARCH window at the top of each page. To limit your hits to this course, preface your search terms with “veterinary gross pathology” (using quotation marks around the phrase), then add your search term/s.

So, for example, to search for images of atypical interstitial pneumonia in bovines use the following search: “veterinary gross pathology” “atypical interstitial pneumonia” bovine .

To see all slides relating to ovines in the course, use the following search: “veterinary gross pathology” ovine.

PLEASE NOTE SOME OF THE IMAGES IN THIS COLLECTION ARE OF A GRAPHIC NATURE.

PPM102 Medical Interviewing and the Doctor-Patient Relationship, Fall 2011

2012-05-16

Effective interviewing of patients is essential for doctors. This course is an introduction to those human experiences which pervade and define the doctor-patient relationship as well as an introduction to the development of the competencies that will make accurate data collection possible. This course will provide the student with the basic skills, attitudes and knowledge required for that endeavor.

Quality Oversight in the Health Care Marketplace, Spring 2010

2011-09-23

Public accountability in health care is a strong and growing force shaping the practice of medicine today. Physicians and other providers should know who is monitoring their performance and the delivery of care, how their performance is measured and reported, and how initiatives intended to improve quality impact their practices. This module describes the key players in health care accreditation and assessment, current and emerging programs in performance measurement, and the role of report cards and pay-for-performance in creating incentives for quality improvement. The goal of this module is to present practitioners with information, strategies and tools to manage and provide high quality and cost-effective care for patients. It is one of several modules addressing the competencies of Systems-based Practice and Practice-based Learning and Improvement, presented in the Tufts Health Care Institute Online Learning Campus to help train medical residents and practitioners.

Water and Diplomacy: Integration of Science, Engineering and Diplomacy, Spring 2011

2011-06-02

The overarching aim of this seminar is to prepare a new generation of interdisciplinary water professionals who will think across boundaries, emphasize integration of knowledge, link knowledge and action from multiple perspectives to help reduce water conflicts and increase the distribution of benefits among partners through mutual gains negotiations. Rather than start at the disciplinary level, students will begin by defining the issues and problems of water use and management from multiple perspectives. They will learn "systems thinking" and apply effective combination of analytical tools from appropriate disciplines to develop possible solutions.We have four goals within the framework of a carefully integrated set of activities to achieve our aim. They are to

understand tensions and complementarities between science and policy to design integrated approaches to address water conflicts through mutual gains negotiations;
integrate joint fact finding methodologies to iteratively refine the problem definition before attempting to find solutions;
create collaborative opportunities by establishing an academic culture which promotes dual-mentoring, co-teaching of classes, and co-publication of findings on jointly defined water conflicts; and
design integrative activities to develop and sustain a community of scholars and provide a "common experience" to all participating students and faculty.

The course contains three learning modules: Module-M1a: Water Science and Systems; Module M1b: Policy Sciences and Environmental Economics; and Module-M2: Water: Conflicts, Negotiations, and Cooperation. A unique feature of these planned modules is the student-teacher partnership in the development and offering of these modules. Social science students will help teach economics and policy, and science and engineering students will help teach the water science and systems.

CMH110 Epidemiology and Biostatistics 2010, Fall 2010

2011-05-02

As future physicians you have an obligation to remain current in your field of practice and to treat patients according to generally accepted standards of care. To do this well you will need to read the medical journals that are considered the most important sources of new information in your field of medicine. The primary purpose of this course is to teach you the skills to read, understand and critique the medical literature.

Blender 3D Design, Spring 2008

2010-11-04

The Blender 3D Design course is intended to offer students an introduction to the world of computer generated 3-D modeling and animation. As an introductory course, it provides a basic understanding of the skills and techniques employed by 3-D designers in a wide range of applications.

There are 2 progressive levels of study in this course: Beginning Level and Intermediate Level. Learning Units 1 through 12 comprise the Beginning Level Course and Learning Units 13 through 24 comprise the Intermediate Level Course (Note: The Intermediate level Course is currently under development.)

All of the course material for this course is located on this web site or on other web sites. To take this course, you must have access to a personal computer on which you can download all of the required software (free) and execute all of the required assignments.

One Health: Interdisciplinary Approaches to People, Animals and the Environment, Fall 2009

2010-10-12

Emerging challenges to human, animal and ecosystem health demand novel solutions. New diseases are emerging from unique configurations of humans, their domestic animals and wildlife; significant new pressures on once robust and resilient ecosystems are compromising their integrity; synthetic compounds and engineered organisms, recently introduced to the natural world, are spreading unpredictably around the globe. Globalization is also providing opportunities for infectious organisms to gain access to naive hosts, which in turn leads to changing patterns of disease distribution and virulence.The course will explore interdisciplinary team-oriented approaches to complex health problems and set a framework for similar cross-school collaborative learning and teaching experiences at Tufts. The course is lead by four faculty members from the Cummings School of Veterinary Medicine, the School of Medicine, and the School of Arts & Sciences.

1294 Special Care in Dentistry, Spring 2008

2010-05-13

Special Care in Dentistry is a curriculum designed to introduce you to some characteristics and dental care needs of persons with special needs. These units are designed to increase your knowledge and awareness of patients with developmental disabilities, and provide you with practical tools for providing high-quality care.

326 Zoological Medicine 2008, Spring and Fall 2008

2010-03-15

The core curriculum in Zoological Medicine at Tufts is presented in two separate, but continuous courses: Introduction to Zoological Medicine and Zoological Medicine. Zoological medicine has recently been adopted as a universal term to be applied to all non-traditional species, including wildlife, zoo species, companion exotic animals, pet birds, marine mammals, and fish.

As stated in the "American College of Zoological Medicine recommendations on veterinary curricula" article (Stoskopf, MK, Paul-Murphy, J, Kennedy-Stoskopf, S, and Kaufman, G., JAVMA December 1, 2001 (Volume 219, No. 11)):

"Zoological Medicine integrates veterinary medicine and the principles of ecology and conservation as applied in both natural and artificial environments."

In these two courses we will also include domestic poultry (technically a domestic food animal) as part of our avian section. The introductory course (Spring 2nd year) develops the topic of conservation medicine and introduces the career options involved with this diverse group of animals in a variety of settings. General concerns with diagnosis, treatment and animal restraint are also discussed in preparation for the clinical material.

A detailed taxonomic review of health issues in non traditional species and poultry is presented in Zoological Medicine (3rd year).

Students should take away from these courses an appreciation for the value of understanding the health of a diverse group of animals in the context of general veterinary medicine. We intend that this understanding, along with a greater appreciation of the interconnectedness of all living things, will empower students to become effective animal advocates regardless of the student's particular interest or chosen specialty.

The introductory course is organized into three main sections. The first section "Conservation Medicine" introduces fundamental principles in conservation biology, ecology and environmental health assessment as a foundation for understanding wild animals and their diseases in a wider framework. The second section "Diagnostic and Therapeutic Challenges" introduces topics common to many of the taxonomic groups including wildlife immobilization and restraint, basic diagnostic sampling and finding creative solutions to therapeutic challenges. The third and final section "Career Tracks in Zoological Medicine" deals with the main career paths currently defined to deal with the majority of these species.

The main course (Zoological Medicine) is organized into three main parts based on taxonomic groupings. The first part "Invertebrate, Amphibian, Fish, and Reptile Medicine" presents the basic health issues of these four groups. Part 2 includes a detailed presentation of basic avian health issues. Part 3 deals with the health of selected mammals in both free-ranging and captive settings.

EXP-0053-CF Producing Films for Social Change, Fall 2005

2010-02-01

This is an intensive, hands-on editorial and production course in which students pitch their ideas and then research, report, produce, shoot, write, and edit their own short documentary films on social issues affecting the local community, the U.S., or the world. Readings and discussions focus on current news, media ethics, media literacy, the declining credibility of the press, journalists? responsibilities to the public, social justice issues, First Amendment principles, corporate media ownership, media images of women and people of color, and the powerful role of media (TV news, documentaries, new media, digital storytelling) as tools for civic engagement and positive social change.

We will cover the basic principles and techniques of video journalism, including directing, lighting, camera work, composition, interviewing, and character development. The classroom will be run like a newsroom, working collaboratively under deadlines with editorial guidance from Senior and Executive Producers. Students work in production teams on their films. The aim of this course is to help students become media literate and to sharpen their skills as producers and consumers of news through screenings, critiques, and guest lectures by prominent journalists, filmmakers, activists, and policy makers.

This course is sponsored by the Communications and Media Studies program and the The Jonathan M. Tisch College of Citizenship and Public Service at Tufts University. Please visit their websites for more information about the media studies program and related courses.

CMH110 Epidemiology and Biostatistics, Fall 2004/2005

2010-01-05

The primary purpose of this course is to teach you basic skills to critique the medical literature. As future physicians you have an obligation to remain current in your field of practice and to treat patients according to generally accepted standards of care. To do this well you will need to read those journals that are considered the most important sources of new information impacting on your field of medicine.

For example, internal medicine physicians generally read the New England Journal of Medicine (NEJM) which is published by the Massachusetts Medical Society. Perhaps the most influential medical journal, its articles are widely reviewed by the media. Most surgeons read the Annals of Surgery. In short, each field of medicine has its own specialty journals.

As your patients hear media reports about the latest research results, they will most certainly ask for your opinion: Should adult patients take antioxidants to help prevent heart disease? Do the potential benefits of hormonal replacement in postmenopausal women outweigh the potential risks?

Your responses, in part, will be based on your interpretation of the medical literature. True, your opinions should be formed with other input too: What do physicians with expertise I respect say? Has a specialty society, such as the American College of Pediatrics, issued an opinion? What does the Surgeon General think?

The primary goals of the small group sessions are to clarify questions you may have concerning lecture material and to enhance the concepts taught in lectures. The small group format provides you with an excellent opportunity to closely interact with a faculty member. Your instructor will spend the first portion of each lab reviewing lectures since the last small group session. This is your opportunity to ask questions. Don't feel embarrassed to ask a question. As physicians you must fully understand all the complicated issues that might exist with your patients, and you should not hesitate to ask consultants to explain points you might not understand. Students unable to attend a small group session should so inform their small group instructor before the small group session and arrangements should be made for the instructor to receive the completed homework before class.

NUTR-0240-01 Theories of Public Policy, Spring 2004/2005

2010-01-05

This course examines competing theories, models, and analytical frameworks for understanding policymaking. Case study application is used to underscore lessons learned. Knowledge of the basic tools of lawmaking is sharpened. The course is taught as a seminar and students are expected to participate actively in class discussion.

DENT 0312 Implant Dentistry, Summer 2005

2010-01-05

This course is devoted to the fundamentals of Implant Dentistry in order to provide students with basic concepts and foundation for the discussion of the diagnosis, treatment planning and sequence of treatment with the patients, practice coordinators and prosthodontic faculty members. Within this first semester, students will explore all simple to moderate implant prosthodontic treatment modalities for patient care in the predoctoral clinic. More complex implant treatment plans that involve advanced prosthodontic or surgical procedures and/or Type IV patients based on Tufts Patient Classification System will be discussed and referral procedures to the Post Graduate Prosthodontics Clinic and/or the Implant Center, when indicated, will be presented.

DENT 0107 Histology: Study of Cells, Tissues and Organs, Academic Year 2006

2010-01-05

This course presents the microscopic structure of cells, tissues, and organs, with emphasis on the correlation of structure and function. Vignettes of clinical and pathologic significance are also presented.

Dedication

This course is dedicated to Frank Robert Susi, D.M.D., Ph.D., who is now emeritus professor and administrator at Tufts University School of Dental Medicine. As Professor of Oral Pathology and Professor of Anatomy, Senior Associate Dean, Director of the Basic Sciences, and a cherished colleague, Dr. Susi directed the section of Oral Histology of the course from 1968-2003.

Acknowledgments

The Course Director gratefully acknowledges the following health science students, who have worked with him to create digital images in conjunction with several Tufts programs, including Selectives on Microscopy/Digital Imaging and Summer Research Programs. Their contributions, some of which may appear here, are part of the permanent image archive at Tufts Health Science Schools. In chronological order by year of degree, these former students, now practicing professionals, are Kevin Mancini (DMD, 1999), Ha Nguyen (DMD, 1999), Stanislav Moline (DMD, 2002), Amy Bowering (MD, 2002), Eric Nelson (MD, 2002), Cecile Wyckaert (MD, 2003), Hasan Abed (MD, 2004), Andrew Wong (MD, 2004), Margarita McDonald (MD, 2005).

Nutr 241A Agricultural Science and Policy I, Fall 2006

2010-01-05

This course highlights the relevance of natural resource conservation for ensuring healthy agricultural, food and environmental systems, as well as the various approaches for implementing it. This course, the first of two semesters, focuses on soils, water, air and energy. The second semester delves into plant nutrients, plant- pest interaction, crop breeding, and livestock production.

Classroom discussions and debates explore the present status of natural resources and their management practices in the context of scientific evidence and policy making. These are complemented with field laboratories and trips to research stations and farms. This improves understanding of the scientific concepts and provides additional exposure to the forces driving American agriculture

PPM200 Population Medicine, Fall 2006

2010-01-05

The purpose of this course is to shift your attention away from the pathophysiologic effects of disease on individuals, and refocus it on a much bigger question: what connection will you and your patients have with the health of the public? In this course, we will use the elderly as a model population to explore the intersection between clinical practice and population medicine.

MPH/CEE241 Biology of Water and Health, Fall 2007

2010-01-05

This interdepartmental course explores the multi-faceted ways in which water and human health are related. This includes the influence of waterborne pathogens on human and environmental health, as well as by identifying the central role of water in preserving health through adequate sanitation and hygiene. Above and beyond this classic lens for examining water and health, the course explores social, economic, and behavioral dimensions in a global context. The course allows participants to become familiar with different disciplinary approaches for addressing the biological linkages between water and health.

PS160 Force and Strategy, Fall 2008

2010-01-05

This course provides an overview of the role of force in international politics. It examines the circumstances under which states and non-state actors use force of the threat of force to advance their interests and enhance their security. The course has three parts. Part I reviews systemic theories on the causes of war and their implications for current U.S. grand strategy. Part II examines theories and practice of coercion, specifically the use of conventional airpower in World War II and the current wars in Iraq and Afghanistan. Part III examines current security challenges, including U.S. military transformation; U.S. Nuclear doctine; the privatization of military forces and functions. It also includes China's military modernization; nuclear weapons proliferation in South Asia and the Middle East; third party intervention in ethno-nationalist civil wars; state sponsorshop of terrorism; and the dynamics insurgencies and counterinsurgencies in Iraq and Afghanistan.

GEN200 Genetics, Fall 2005

2009-08-25

Medical genetics involves the application of genetic principles in the practice of medicine. Medical genetics encompasses diagnosis and treatment of genetic diseases, study of inheritance of diseases in families, mapping of disease genes to their chromosome locations, study of the molecular genetics and pathogenesis of inherited disorders, provision of genetic counseling for families, and recently, investigations of methods for gene therapy.

The field of Human Genetics has expanded exponentially over the past twenty-five years. Unlike any other field, genetics represents a true integration between the basic and the clinical sciences.

DHPD-224 International Multilateral Negotiation, Spring 2005

2009-08-20

This seminar is designed as an inquiry into the nature of multilateral negotiation. In what ways are the tools, techniques, and rhythms of multilateral negotiation similar to bilateral negotiations and in what ways – if at all – are they different.

The seminar focuses on negotiated decision-making in multilateral settings. It will survey process issues such as: the differences between bilateral and multilateral negotiations, the particular problems of negotiations involving a very large number of parties, the complexities of issue-linkage, managed negotiation processes, the role of coalitions, conference diplomacy, treaty negotiations, knowledge in negotiation, etc. These topics will be discussed in the context of case studies dealing with a range of multilateral issues including international security, environment, and international trade. It is assumed that all students are already familiar with the basics of bilateral international negotiation and these will not be reviewed in any length during the seminar.

The course is divided into three modules: understanding multilateral negotiation, multilateral negotiation in practice, and analyzing multilateral negotiation.

136 Histology, Full Year Course 2004-2005

2009-06-22

Histology is the study of microscopic anatomy dealing with the structures of cells, tissue and organs in relation to their functions.

The first part of the course deals with basic tissues (a collection of similar cells and the extracellular matrices surrounding them): epithelium; connective tissues, including blood, bone and cartilage; muscles; and nerves.

The second part of the course deals with organs, systemic arrangement of tissues performing a specific function, as of respiration, digestion, etc.

Species differences will be included where appropriate. This, however, is not a course in comparative histology.

The course deals mainly with the structural aspects of cells, tissues and organs. It also covers the basic functions of these structures.

Although the students will have extensive course works in physiology, this course tries to mirror the philosophy of Albert Szent-Gy?rgyi, ?Structure and function are two sides of the same coin: structure without function is meaningless, and function without structure does not exist.?

MBI200 Microbiology, Fall 2004/2005

2009-06-04

The intent of this course is to introduce students to basic tactics used by microbial pathogens to establish infectious diseases. As such, students should understand that most of the principles detailed in the course will be encountered several times during the next year of studies, particularly in the Infectious Diseases unit. The topics covered in this course deal selectively with important pathogens because Medical Microbiology will not be the only exposure of the student to infectious agents. As examples, HIV is only covered in two lectures, but you will have other opportunities to review the basics of disease caused by this virus.

An understanding of the principles of infectious agents calls for some hands-on experience, so this course also includes a wet~lab that most students regard as fun and painless. Some of the things learned in the wet-lab will eventually be utilized by all of you in the clinic. Participation in the lab is required for successful completion of the course, and a detailed lab summary will be required of all students after the last lab session.

Microbiology is taught in conjunction with Pathophysiology of Infectious Diseases and Pharmacology, both of which courses contain essential subject matter in the field of Medical Microbiology that will not be found in this course.

IDP200 Pathophysiology of Infectious Diseases, Fall 2004/2005

2009-06-04

The intent of the course is to provide a background into the clinical and pathophysiologic aspects of infectious disease of organ systems. Given the contact hours, the course can only be an introduction. We trust that you will discover that the practice of Infectious Disease is akin to detective work: whether related to research or clinical care, we are always asking What is it? Where did it come from? Where did it go? We are not limited to an organ or even a type of patient – Like many microbes, we cross boundaries to visit surgical, neurologic, dermatologic, hematologic, or critically ill patients to name a few and thus have a varied, challenging and exciting daily experience.

Pathophysiology of Infectious Diseases is taught in conjunction with Microbiology and Pharmacology, both of which courses contain essential subject matter in the field of Medical Microbiology that will not be found in this course.

Oral Public Health and Community Service Program, Summer 2005

2009-06-04

This program examines the impact of society, disparate cultures, attitudes, health beliefs and risk behaviors on oral public health. The fundamental principles and practices of public health, epidemiology, civic engagement, and community service are presented from a practical and applied perspective. The significance of oral diseases and disorders as a “silent epidemic” and their grave impact on general health and well-being is emphasized, including specific examples of current issues and “hot topics” in oral public health. Strategies and methods to overcome existing substantial impediments to oral healthcare access for the most needy, vulnerable and underserved populations, is discussed from the perspective of community-based healthcare systems development. The course is principally a lecture/seminar format, with readings, case studies, assigned learning experience project and final paper. Students are expected to participate actively in class discussion.

PPY224 Pathophysiology of Endocrinology, Diabetes and Metabolism, Spring 2005

2009-06-04

The endocrine system has always had a certain mystique among scientists, clinicians and the general public. More recently, new hormones and complex endocrine pathways have been discovered that have increased our understanding of normal human physiology and behavior and provided insights into the pathophysiology of various diseases. As a result of these recent advances, the endocrine system has assumed a prominent role in our understanding and management of common medical conditions including diabetes, cardiovascular disease, obesity and aging.

This course provides a brief review of endocrine physiology. The course teaches the pathophysiology of each of the following endocrine areas through didactic lectures and small group discussions. It covers adrenal cortex, adrenal medulla (catecholamine excess), disorders of calcium metabolism (hypercalcemia and hypocalcemia), diabetes mellitus, obesity and the metabolic syndrome: pathogenesis, complications and management, obesity: pathogenesis, complications and management, thyroid disease, hypothalamic and pituitary disease, hypoglycemia, and congenital adrenal hyperplasia. The student wil learn the mechanism of action of the various medications used in the treatment of endocrine disorders as a way to emphsize physiology and pathophysiology. The concepts and facts learned during the lectures will be applied to solve clinical problems in the small group discussion sessions. The small group sessions prepare students to handle endocrine cases during their clinical years and prepare them for the USMLE exams as well.

Preclinical Complete Denture Prosthodontics, Spring 2006

2009-06-04

This is the introductory course to the treatment of the edentulous patient and continues as the student progresses to the Advanced Clinical Complete Denture Lecture Series and the clinical treatment of patients.

Preclinical Complete Denture Prosthodontics is the basic complete denture course for second year Dental students. Upon completion of this course, students are deemed competent to:

Use essential materials and equipment.
Fabricate custom trays and occlusion rims.
Articulate and set-up denture teeth for complete dentures.

Course Director and Faculty

Course Director:
David M. Hern, DMD

Faculty:
Flaviano J. DiFalco, DDS
Joanne M. Falzone, DMD
Steven E. Eisen, DMD
Maria Gonzalez, DDS
Gaurav Puri, BDS, MS
Kevin Loo, DMD

898 Geriatric Dentistry, Summer 2005

2009-06-04

The dentist is a key member of the health delivery team. This didactic course teaches the student how to render comprehensive oral health care and teach prevention to a dynamic, diverse and rapidly growing elderly population. Since chronology does not always equal physiology, younger patients with significant medical, physical, mental disabilities and sensory deficits are eligible for treatment in Geriatric Dentistry. Students will learn the complexity of aging, patient management and the importance of dentistry in total patient care.

In the three clinic sessions, students evaluate their patients holistically, which includes medical history, nutritional assessment, medications, diagnostic radiographs, and prevention. A comprehensive treatment plan is developed; treatment is started and is to be completed in the general practice clinics.

PPY221 Musculoskeletal Pathophysiology, Fall 2005

2009-06-04

This course teaches students about disorders that affect the musculoskeletal system. The students will become familiar with the immunology and pathophysiology of autoimmune diseases that may predominantly affect joints but also affect multiple organ systems of the body in some diseases.

BIO-181 Tropical Ecology and Conservation, Fall 2005

2009-06-04

The course is for advanced undergraduate and graduate students from different disciplines, i.e., Agriculture, Food and Environment (Friedman School of Nutrition), Biology, Environmental Studies, Fletcher School of Law and Diplomacy, and Urban and Environmental Policy and Planning). The course meets twice a week during the Fall semester and is followed by 2 weeks of intensive fieldwork in Costa Rica (Dec. 29-Jan 13). The writing workshop (ww) designation means that the course emphasizes writing as a way of learning. In science, writing involves both text and graphical presentation, and this course focuses on both aspects.

399 Medicine I, Spring 2006

2009-06-04

Year one of a three year medical course for dental students, this course focuses on Patient Assessment, History Taking, Physical Examination, and Introduction to Pharmacology and Prescriptions.

This course provides the following competencies:

To be able to do a complete medical history, dental history, physical examination and intraoral assessment from a dental and a clinical pathology perspective on a patient in the dental setting.
To have a basic understanding of the "highest priority illnesses" including some of the symptoms and signs associated with those illnesses.
To have a good understanding of common antibiotics encountered in dentistry and to have some knowledge of local anesthetics and analgesics used in dentistry.
To learn the details of prescription writing.
To learn the art of writing SOAP notes in the patient's record.
To become aware of the special needs patient, very particularly the victims of domestic violence and patients with disabilities.
To understand the role of Behavioral Medicine in Dentistry.

The course content of Medicine I is taught at a pace that is perceived comfortably by the student body. The contents per lecture may thus be completed or carried forward depending upon the student body comfort level with the understanding of the material.

213 Veterinary Respiratory Pathophysiology, Fall 2005

2009-06-04

The course learning objectives for Veterinary Respiratory Pathophysiology are:

To review the basics of respiratory physiology and structure as a background for understanding abnormal lung function during pathological states.
To develop an organized approach for evaluation of the veterinary patient with respiratory disease, including understanding the range of diagnostic methods available (from least-most invasive), learning to interpret results and understand possible complications.
To present in detail the various agents of respiratory system disease, including infectious agents, immune and inflammatory mechanisms, and neoplastic transformation.
To consider in detail the interaction of these disease-causing agents with major regions of the respiratory system: the upper respiratory tract, the airways, the vasculature, the parenchyma, and the pleura and mediastinum.
To describe the state-of-the-art in pulmonary function testing in veterinary patients, including contemporary methods and interpretation.
To consider in detail the range of respiratory disease and pathophysiology in major species groups of veterinary patients, including small animals, horses, cattle, swine and small ruminants, and laboratory animals.
To integrate through case discussions in the clinical-pathologic conference (CPC) the pathophysiologic principles and case management. This will include group discussion of diagnostic methods, patient assessment, and pathophysiology.

412 Medicine II, Academic Year 2005/2006

2009-06-04

Medicine II is the second in a series of three courses that provides medical instruction for the dental student.

This course teaches the student to evaluate systemic health problems and appropriately apply the knowledge in a future clinical setting. Topics covered are Hepatitis/Cirrhosis, HIV/AIDS, Pulmonary, Hematology, Coagulation, Otolaryngology, Pregnancy, LFT's, Hepatic Serology, Medical Emergencies, Endocrinology, Immunology, Oncology, Cardiology, Transplants, Gastroenterology, Rheumatology, Renal, and Hypertension.

The practicum provides the student with supervised practical application of previously studied theory. This allows the student to assess the level of compromise in the history and physical examination of a medically compromised patient. The student can then modify the dental care appropriately.

PHY-6 Physics for Humanists, Spring 2006

2009-06-04

Physics for Humanists is intended for those who are intellectually and emotionally curious but do not intend to specialize in the natural sciences. The course covers facts and concepts of classical and modern physics; eminent scientists and the emotions that have impelled them; nuclear energy and nuclear bombs; and the interaction, both constructive and destructive, between science and society.

CD 85 Promoting Positive Development Among Youth, Spring 2006

2009-06-04

Applied developmental science (ADS) uses research about human development to inform programs and policies pertinent to topics of social importance. Students integrate readings and class discussions of ADS theory and research with information about community-based programs. The focal topic of the seminar varies each semester, for example, building civil society through community-based child development programs, promoting the positive development of teenage mothers and their infants, or promoting healthy alternatives to interpersonal, family, and community service.

The focus this semester will be a discussion and analysis of national, and in particular, international perspectives on promoting positive development through youth participation in, and leadership of, civil society. The course will present the work of scholars and practitioners who have pursued (a) the building of civil society through the strategy of youth civic engagment and the fostering of healthy individual development; and (b) the promotion of positive development through engaging youth in their communities and in building democratic institutions. Course readings and discussions will be supplemented (as much as is feasible) by lectures from leading scholars, policy makers, practitioners, and philanthropists interested in these connections between youth development and civil society.

223 Renal Pathophysiology, Spring 2006

2009-06-04

This course reviews how the kidneys adapt to extra-renal disturbances and explores disorders that arise from primary defects in kidney function. In addition, the course explores the pathogenesis and therapy of chronic kidney disease and the consequences of kidney failure.

PPM 100 Human Growth and Development, Spring 2006

2009-06-04

In the Human Growth and Development course, students will:

learn that there are diseases, conditions and disabilities that relate directly to the disruption of the development of physical or mental processes.
learn that learning about Growth and Development also provides a framework for understanding in greater depth who a patient is as a person.
gain knowledge of the normal "landscape" that can guide our exploration in clinical encounters. It can also help us to understand precipitants to disease and disability.
learn to know a person more thoroughly and thereby be better doctors than were they to meet patients without such informational prompting.

We will study the subject matter in two ways: by following various developmental "tracks" longitudinally from birth to death and by studying the individual at various cross-sectional stages/ages of life.

PHY-13 Introduction to Modern Physics, Fall 2004

2009-06-04

The course covers principles and concepts of Special and General Relativity; origins of Quantum Mechanics; quantum structure of atoms, molecules, solids; applications to lasers and microelectronics; nuclear and particle physics; and cosmology.

Ophthalmology Grand Rounds, Academic Year 2006/2007

2009-06-04

Interesting cases from the weekly New England Eye Center Grand Rounds are presented and discussed. References are available for further study.

418 Medicine III: Hospital Clerkship Program, Academic Year 2006/2007

2009-06-04

This practicum enables the student to assess the level of compromise in the history and physical examination of a medically compromised patient and modify dental care appropriately and to be competent in the assessment and management of a medically compromised dental patient in a clinical setting.

106 Human-Animal Relationships, Fall 2006

2009-06-04

This course is the first part of the Ethics and Values Signature Program, which is one of the factors making Tufts unique in veterinary education. It is designed to enrich the student's understanding of various aspects of our individual and communal relationships with "animals" (or, to use scientific terminology, "other animals"), and to stimulate creative thinking about the expanding horizons of veterinary medicine, particularly those relevant to both traditional and newer forms of human-animal interaction. Class sessions, which include a major allocation of time for student participation, touch on a wide range of issues affecting companion animals, wildlife, farmed animals, research animals, public health, law, social and cultural values regarding nonhuman individuals and communities, and various forms of the human-animal bond. Emphasis is placed on prompting each student to think about and discuss the broader issues of veterinary medicine, such as the role(s) of the individual veterinarian, veterinary education, and the veterinary profession.

241B Agricultural Science and Policy II, Spring 2007

2009-06-04

This course, semester two of a year long course, highlights the relevance of natural resource conservation for ensuring healthy agricultural, food and environmental systems, as well as the various approaches for implementing it. The course focuses on plant-pest interaction, crop breeding, plant nutrients, and livestock production. Topics covered during the first semester are soils, water, air and energy.

Classroom discussions and debates explore the present status of natural resources and their management practices in the context of scientific evidence and policy making. These are complemented with work in field laboratories and trips to research stations and farms. This leads to improved understanding of the scientific concepts and provides additional exposure to the forces driving American agriculture.

PREP234 Introduction to Clinical Pain Problems, Spring 2007

2009-06-04

This course will introduce the general principles of biomedical evaluation and management of common clinical pain problems. It will present ways to evaluate the biomedical characteristics of the pain experience - temporal pattern, severity, location, quality, intensity and exacerbating and relieving factors. Throughout the course, emphasis will be placed upon viewing superficially diverse pain syndromes as part of a fundamentally unified group of processes.

218 Law and Veterinary Medicine, Fall 2006

2009-06-04

This course acquaints students with basic concepts of law, as well as ethics. The course also seeks to enable students to practice medicine more prudently through application of legal rules. Although substantive standards of law are presented, the course stresses the role of process and creative thought in the development and application of legal and moral principles.

Note also the emphasis on process and creative thought in the description course goals include far more than memorizing the current state of "law" regarding veterinary medicine. We aim to understand the general issues, for they will continue throughout your career to grow, develop, and otherwise change in ways that are unpredictable now.

Note, finally, that all of the goals in this course are relevant, in one way or another, to the important practical aspects of veterinary medicine. Prudence, acquisition of technical, medical and scientific knowledge, and familiarity with contemporary issues being discussed in the profession and in society. All of these are practical requirements for any competent professional. We will turn again and again to practical situations to hone your skills at recognizing the many kinds of legal and values-based issues that characterize veterinary medicine.

233 Population Health, Spring 2007

2009-06-04

This course is designed to challenge and encourage you, as veterinary students, to explore the relationships between population health and public health, animal health and human health, and clinical and population-based health practice. In general, we will confine our discussions in this course to veterinary public health in the United States except when it easier to illustrate a point or concept using an example from elsewhere.

We veterinarians do not typically speak the language of public health. To that end, I've integrated two frameworks into the course this year. The first is the Ten Essential Public Health Services (EPHS), the framework that currently defines what public health does in the United States. The second is the model Public Health/Preventive Medicine Curriculum of the American College of Veterinary Preventive Medicine (ACVPM), prepared by Dr. Vicky Fogelman for the AVMA. That curriculum comprises six broad topics - food safety, zoonoses, foreign animal diseases, environmental health, community health, and epidemiology and biostatistics. Each course topic includes one EPHS and related sections of the ACVPM. I've chosen to illustrate each course topic using examples relevant to the practice of veterinary medicine, and these examples range from E. coli 0157:H7 prevention and control to Hurricane Katrina's aftermath to the development of administrative policies and laws to the delivery of rabies vaccinations in the US and less industrialized countries.

This course makes generous use of references that are in the public domain, often on government websites. Other internal references will also be used.

PPY 222 Gastrointestinal Pathophysiology, Spring 2007

2009-06-04

This course reviews the pathophysiology of common gastrointestinal conditions and assumes a general understanding of gastrointestinal physiology. The course follows an organ based structure to include disorders of the esophagus, stomach and duodenum, small intestines, pancreas, biliary system, and liver. The material is presented in the syllabus, lecture slides, and small group sessions. Self-assessment questions are provided at the end of each lecture and examinations are provided for review and self-testing.

PPY200 Cardiovascular Pathophysiology, Spring 2008

2009-06-04

In the second year Introduction to Cardiovascular Pathophysiology course, students will be introduced to the pathophysiologic basis for common cardiovascular diseases. This includes the basics of hemodynamic perturbations and congenital and arrhythmic disorders of the heart. Students are also introduced to the spectrum of coronary disease and cardiomyopathies as well as the basics of vascular diseases. By the end of the course, students are familiar with common cardiovascular entities. The course will allow them to embark on a broader future understanding of the diagnosis and management of cardiovascular diseases.

31/873 Basic Human Pathology: Parts I and II, Academic Year 2007/2008

2009-06-04

Basic Human Pathology (BHP) is divided into two parts. Part I, general pathology, refers to the study of basic pathology processes that underlie all disease such as cellular pathology, inflammation and repair, fluid and hemodynamic derangements, neoplasias, and the study of genetic immunologic, metabolic and deficiency, infections, environmental, pediatric and geriatric diseases. Part II, systems pathology, refers to the study of diseases affecting specific organs and their systems such as cardiovasuclar; respiratory; ear, nose, throat; ophthalmic; alimentary tract including oral cavity; lymphoid and hemopoietic tissues; liver; pancreas and biliary tract; endocrine; urinary; male and female genital; nervous system; musculoskeletal; and integument.

BIO97 Contemporary Biosocial Problems in America, Fall 2006

2009-06-04

This course examines the application of basic biological ideas to modern social problems in America, in particular, the intersection of biological theories and social beliefs. Among the major issues examined are the ideological uses of science, the biological basis of sex roles and homosexuality, behavioral genetics, evolutionary psychology, and the meaning of race in medical practice. This course will stress the analysis of evidence in the original scientific literature and a critical reading of how science is reported in the press.

CD151 Intellectual Development, Fall 2007

2009-06-04

This child development course aims to explore several of the major points of view currently influential in the field of cognitive development. It also examines implications of these various perspectives for the education and socialization of children. The emphasis is on theory in the conceptualization of intellectual change processes.

UEP232/ENV193 Introduction to Geographic Information Systems (GIS) for Urban and Environmental Analysis, Fall 2007

2009-06-04

This course will focus on introducing students to the use of geographic information systems (GIS) in the urban/suburban/metropolitan environment. Students will learn to work with urban spatial databases (including data sets pertaining to land use/land cover, parcel records, census demographics, environmental issues, water, transportation, local government, community development, and businesses). Technical topics to be covered include finding and understanding sources of information for metropolitan spatial databases, integration of data from a variety of sources, database structure and design issues, spatial analysis capabilities, data quality, and data documentation. Technologies covered include GIS, online data retrieval, and the use of GIS data in other applications such as Google Earth. While learning GIS skills, students will complete a mapping/analysis project of their choosing and present the results in a poster and short paper. The course will use ArcGIS 9.2 software.