Kim Salinas Ed.M., RDMS, RVT
Jackson College
Allied Health Department
2111 Emmons Rd.
Jackson, MI 49201
Phone: 517-796-8535
Fax: 517-768-7004
E-mail: salinaskimberls@jccmi.edu
Office location: JW 226, Skype, and virtual office forum
Office hours: Wednesday 10am-1pm by appointment, or any other time by appointment.
Students needing evening, additional or alternate times may schedule virtual or in-person appointments with me. The best way to contact me is online; either by Skype, or my virtual office forum (preferred). This is where I will contact you privately. If you want to have a web conference with me just let me know and I can set that up. **Email must come from your JC account, outside email will not be accepted.**
Course Description:
Students learn in-depth, cross-sectional anatomy and pathology as related to sonographic scanning of the pelvis in the adult and pediatric patient, and the gravid uterus. The class gives attention to physiologic and pathological change of specific, non-specific diseases, and trauma as they relate to sonographic interpretation of the pelvis and gravid uterus. Mastery level achievement is encouraged and expected. Prerequisites: Acceptance into DMS General Program
Course Objectives:
- At the completion of this course students will be able to initiate investigation and exploration of knowledge and pose challenging questions.
- At the completion of this course students will use an expanded vocabulary.
- At the completion of this course students will recognize and explain multiple perspectives.
These objectives will be measured via the discussion forums and tests
Required Textbooks:
Norton, M., Scoutt, L., Feldstein, V., Callen's Ultrasonography in Obstetrics and Gynecology 6th edition, Elsevier 2017 ISBN# 978-0-323-32834-0.
eBook from Amazon
This book will benefit you for the ARDMS boards and throughout your career!
Scharf, Janice. Essentials of Obstetrics & Gynecology Ultrasound 3rd edition, Pegasus Lectures, Inc. 2014 ISBN#978-1-933250-11-3
Optional Texts:
Atlas of Ultrasound in Obstetrics and Gynecology A Multimedia Reference by Peter Doubilet, MD, and Carol Benson, MD. Lippincott Williams & Wilkins, Philadelphia, PA 2011.
Sanders, Roger, M.D., Clinical Sonography A Practical Guide 4th edition. Lippincott Williams & Wilkins, Philadelphia, PA 2006 . ISBN# 0-7817-4869-0. Suggested text for those with difficulty comprehending required texts.
Reading assignments are minimal. It is recommended by the facilitator that students read the appropriate chapters corresponding to the topic of discussion for reinforcement and clarity of understanding. It is highly suggested that students utilize as many references as possible to enhance their learning and understanding. The minimum amount of material is presented for you to be successful at the ARDMS so you need to understand what is presented. Some areas will require memorization while other areas require you to think out the process an apply the knowledge of what you have.
Course Requirements of Participants:
Students must be aware, to experience successful outcomes, that this course requires serious commitment and time management skills to complete required readings, research, developing an understanding for pathological change of specific and non-specific nature, and trauma as it relates to sonographic imaging and interpretation of the pelvis and gravid uterus. Participation is a graded requirement via the forum's and wiki's.
All quizzes and tests must be completed by the due date. You can access them anytime you are ready to take them. Quiz questions are from outside sources and will likely require some research. All quizzes may be taken twice, but will not be timed. Tests will be timed and only accessible once. It is the student’s responsibility to have a secure internet connection before attempting any test (preferably high speed). Failure to do so may result in a zero score. If you have ANY issue taking an assessment contact me immediately via e-mail.
Facilitator responsibility:
The facilitator's responsibilities include facilitate learning by providing and explaining the necessary materials for each student to understand the assignments and develop course objectives to a near mastery level. Knowledge gained from this course should aid students in their clinical experiences.
Facilitator Response Expectations:
Under normal conditions, student’s can expect a response to questions posed within a 48 hour period or sooner. Students should not expect a response during weekends and holidays. However, the facilitator will make every attempt to access the course frequently.
Student Responsibilities:
Students are expected to be present, prepared and interact with each session. The facilitator presumes that assignments, including reading, will be completed on time. Such preparation allows the student the best learning opportunities to understand the material presented and pose questions in areas requiring clarity. The pace of this course makes it very difficult for a student to catch-up once a student falls behind. It is highly suggested students create and participate in small study groups either virtually or in person. Students may use the HLC lab/study area, or Skype for this purpose. Facilitator is willing to schedule conference time with groups or individuals upon request.
Expectations of Students by Facilitator RE: Course Interactions:
It is expected that each student will access the course site no less than twice/week for the purpose of contributing to discussion forums, taking quizzes, and reviewing announcements. It is highly suggested that students access the course site 3-5 times/week to increase their probability of experiencing successful learning outcomes. It is easier to do a little each day than it is to be overwhelmed once a week.
Quality:
Student contributions to discussion forums must stay on the subject and provide added value to be considered for grading purposes. Students are highly discouraged from contributions that add no value, e.g., “I agree with …” or “great job” these types of comments while informal, do NOT add value to a discussion and will not receive any points. Students receive point values for quality contributions (those that add value) as opposed to the number of contributions a student may provide. This may include probing questions/answers that expand the discussion and bring information from alternative sources than course text and materials. If a source is a website, be certain to include the web address. The facilitator expects a minimum of 1 weekly contribution to each required discussion area for the specific week. This does NOT mean that a student must contribute to each and every individual post. Weekly clinical chat will be a requirement. Again, I reiterate that contribution quality is more important than quantity.
Late Assignments:
After the due date, assignments are considered late. Late assignments are deducted by 50% for each day they are late.
|
Study guides |
20 pts each |
220 |
10% |
|
Quizzes |
30 pts each |
330 |
15% |
|
Tests |
150 pts each |
300 |
13% |
|
Midterm |
200 pts |
200 |
8% |
| Final |
500 pts |
500 |
22% |
| Discussion |
20 pts per forum |
220 |
10% |
Total |
|
95-100% |
|
90-94% |
|
85-89% |
|
80-84% |
|
75-79% |
|
A 2.0 or better is required to advance to DMS-212.
A 2.0 is a passing grade. Only courses with passing grades count toward graduation. Other colleges transfer in only courses with passing grades. Many financial aid sources, including most employers, require passing grades. Additionally, earning less than a 2.0 in a class results in not being able to participate in the next level of courses in a discipline which requires this course as a pre-requisite. If you attempt to register for the next course sequence and have not passed the pre-requisite course, you will be dropped from that class.
Some revisions may be necessary during the course due to school policies, textbook issues, test issues, etc. Any change will be posted as a course announcement.
Academic Honesty: https://www.jccmi.edu/wp-content/uploads/1004.pdf
Policy Summary:
Academic dishonesty is generally an instructional and teachable opportunity for faculty to guide students and for students to learn from their actions and/or behavior. The Academic Honesty policy provides guidance for determining the level and severity of academic dishonesty, establishes how to track and report violations, and defines consequences to students.
Definitions:
Academic Honesty is defined as ethical behavior that includes student production of their own work and not representing others' work as their own, by cheating or by helping others to do so.
Plagiarism is defined as the failure to give credit for the use of material from outside sources. Plagiarism includes but is not limited to:
- Submitting other's work as your own
- Using data, illustrations, pictures, quotations, or paraphrases from other sources without adequate documentation
- Reusing significant, identical or nearly identical portions of one’s own prior work without acknowledging that one is doing so or without citing this original work (self-plagiarism)
Cheating is defined as obtaining answers/material from an outside source without authorization. Cheating includes, but is not limited to:
- Plagiarizing in any form
- Using notes/books/electronic material without authorization
- Copying
- Submitting others' work as your own or submitting your work for others
- Altering graded work
- Falsifying data
- Exhibiting other behaviors generally considered unethical
- Allowing your work to be submitted by others
Policy Statement:
Faculty members who suspect a student of academic dishonesty may penalize the student by taking appropriate action up to and including assigning a failing grade for the paper, project, report, exam, or the course itself. Instructors must document all instances of academic dishonesty, beyond those of a minor nature, in writing to the Office of the Academic Deans using the attached form.
Proctored Testing. Students who are suspected of cheating during a course exam or during Course Placement will be questioned and reported to the appropriate faculty member or Dean of Students. The proctors are not to stop the exam but report the questionable behavior. As in other instances, the faculty member will determine the penalty and appropriate action. If the student is suspected of cheating on Course Placement, the Dean of Students is to be contacted and will determine the next steps.
Reporting. The Office of the Academic Deans will record and track students who have been reported for academic dishonesty. If the same student has a second incident, the Dean will enact sanctions appropriate to the level of infraction. The sanction will be selected in consultation with the involved faculty. The Dean can administer consequences up to and including suspension.
In the event of a dispute, all parties should follow the Student Complaints/Academic procedure as outlined in the JC Faculty Agreement. This policy is also presented in the Student Rights and Responsibilities Handbook.
Academic Student Complaint Process: https://www.jccmi.edu/ombudsman/student-complaint-process/