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Medical Biochemistry Syllabus

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medical biochemistry (Chem 1001)

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University of New England

Academic year: 2019/2020

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SYLLABUS SCIENCE PREREQUISITES FOR HEALTH PROFESSIONALS CHEM 1005: Medical Biochemistry Credits 4 Description Overview This online course is designed for Assistant, and other students who are entering a medical profession. This course differs from most traditional biochemistry courses in several ways. The focus is human medical biochemistry. The course is limited to what is known about humans and disregards plant and most microbial systems. It emphasizes human metabolism. Students develop an appreciation of metabolism during the fed, fasting and starved state. A substantial number of medical cases are included to demonstrate the relevance of biochemistry to health and disease. The goal of this course is to learn the core concepts of biochemistry that apply to human health and disease and to cite speci c examples of their application. The student will be able to analyze and evaluate the most common biochemistry cited in medical literature. Furthermore, these basics will facilitate further learning in biochemistry and the health sciences. Course one semester of college biology and one year of college chemistry that includes one semester of organic chemistry. Instructor and Support Contact Information Check the course welcome page in Blackboard for speci c instructor and support specialist contact information. Further Assistance Your student support specialist monitors course progression and provides assistance or guidance when needed. They can assist questions regarding ordering course materials, University policies, billing, navigating the course in Blackboard, and more. Student Lounge page 1 PDFCROWD The Student Lounge Discussion Board is a designated support forum in which students may engage with each other and grapple with course content. Feel free to post questions, seek clari cation, and support each other, but be mindful of Academic Integrity Policy. Your instructor will monitor this forum. However, if you are seeking speci c and timely answers to questions about course content or your personal grades, please contact your instructor via course messages. For questions about course materials, program policy, and how to navigate and proceed through the course, please contact your Student Support Specialist through the course messaging system. Materials Textbook Rodwell VW, Bender D, Botham KM, Kennelly PJ, Weil PA. Illustrated Biochemistry. 31st ed. USA: 2018. Note: the textbook associated with this course available electronically through the UNE Library. You will need to login using your UNE email to gain access but otherwise, the full version of the 31st Edition is there as a resource. Click on the link below. Learning Objectives and Outcomes Course Objectives Upon the completion of this course the student will be able to: Evaluate how enzymes facilitate chemical reactions and the necessity of metabolic cofactors or vitamins in these relate how enzyme activities and concentrations may be used in clinical diagnosis. Evaluate the different mechanisms which hormones signal and metabolic pathways allowing for homeostasis within the body. Describe the metabolism of carbohydrates (glucose, galactose and fructose) and their role in generating ATP for the cell. Demonstrate an understanding of lipid metabolism, transport and storage in the fed and fasted conditions. Relate how amino acids are used in the processes of protein synthesis, precursors for synthesis of necessary compounds and as substrates for glucose determine the role of the urea cycle in coordinating amino acid catabolism and nitrogen disposal. Describe the synthesis of nucleotides from carbon donors and how this process is coupled with DNA synthesis and nitrogen metabolism. Interpret the role and regulation of the metabolism of proteins, carbohydrates, lipids, and nucleic acids in normal physiological conditions and the changes that occur in disease processes. Learning Outcomes for Science Prerequisites for Health Professions Program In lecture courses, students should be able to: 1. Communicate concepts and information clearly. 2. Illustrate fundamental laws, theories, and principles of disciplines. 3. Apply knowledge and critical thinking skills to problems. In lab courses, students should be able to: 1. Ask a question or a problem that can be tested. 2. Hypothesize possible result(s). 3. Plan conduct an investigation individually collaboratively to produce data to serve as the basis for evidence. 4. Analyze data using tools, technologies, models (i. computational, mathematical, graphical, etc.) in order to make valid and reliable claims or determine an optimal design solution. 5. Communicate the results constructing an explanation based on multiple pieces of valid and reliable evidence obtained from a variety of sources (including own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to page 2 do so in the future. 6. Apply ideas, principles, evidence gained from various experiments, as well as other observations PDFCROWD research, to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Learning Outcomes for Science Prerequisites for Health Professions Program In lecture courses, students should be able to: 1. Communicate concepts and information clearly. 2. Illustrate fundamental laws, theories, and principles of disciplines. 3. Apply knowledge and critical thinking skills to problems. In lab courses, students should be able to: 1. Ask a question or a problem that can be tested. 2. Hypothesize possible result(s). 3. Plan conduct an investigation individually collaboratively to produce data to serve as the basis for evidence. 4. Analyze data using tools, technologies, models (i. computational, mathematical, graphical, etc.) in order to make valid and reliable claims or determine an optimal design solution. 5. Communicate the results constructing an explanation based on multiple pieces of valid and reliable evidence obtained from a variety of sources (including own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. There are ve required discussion board posts. The rst is an introduction post in which you practice using video screencasting that you will need to complete assignments later in the course. The other four are Pathway Responses at the end of each unit. Pathway responses should be completed prior to taking each Unit Exam. Instructions for Pathway Response discussions are detailed in Blackboard and consist of two parts. Brie y, you will be required to do the following: 1. Post a problem or question on the discussion board that your peers can respond to critically. 2. Respond constructively to two questions posted on the discussion board peers. You should not respond to your own posted question. Please see Blackboard for a full description of the assignment. This assessment is designed to help with critical thinking skills and to identify any key misconceptions you may have over the material. Case Connections There are four required application exercises one for each unit called The Case Connections assignments for Units 1 and 3 are written assignments. The Case Connections assignments for Units 2 and 4 are video presentations with accurate scripts. In all cases, assignments should be original work. These are to be submitted through drop boxes in each unit before the end of each unit. The problems for these assessments require the application of knowledge gained in the course, and you can utilize resources to help address the questions asked. You will be assessed for both the correct answer as well as for the quality of your rationale for choosing or not choosing an answer. Do not use these connection questions as part of your discussion board posts. Further details can be found within the course. Grading Policy Your grade in this course will be determined the following criteria: Grade Breakdown Category Percentage Weekly Evaluations (fourteen required practice quizzes) Unit Exams (four unit exams) Midterm and Final Exams (two one covering Units 1 and 2, and one covering Units 3 and 4) Discussions: Introduction Video Practice Discussion Board and Four Pathway Response Discussion Boards (5 2 points each) Case Connections (one after each unit) TOTAL: page 4 PDFCROWD 2019 University of New England 1 (855)

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Medical Biochemistry Syllabus

Course: medical biochemistry (Chem 1001)

7 Documents

Students shared 7 documents in this course

University: University of New England

Was this document helpful?

SYLLABUS

SCIENCE PREREQUISITES FOR HEALTH PROFESSIONALS

CHEM 1005: Medical Biochemistry

Credits - 4

Description

Overview

This online course is designed for Pre-Physician Assistant, Pre-Medical and other students who are entering a medical profession.

This course differs from most traditional biochemistry courses in several ways. The focus is human medical biochemistry. The course

is limited to what is known about humans and disregards plant and most microbial systems. It emphasizes human metabolism.

Students develop an appreciation of metabolism during the fed, fasting and starved state. A substantial number of medical cases are

included to demonstrate the relevance of biochemistry to health and disease. The goal of this course is to learn the core concepts of

biochemistry that apply to human health and disease and to cite specic examples of their application. The student will be able to

analyze and evaluate the most common biochemistry cited in medical literature. Furthermore, these basics will facilitate further

learning in biochemistry and the health sciences. Course pre-req: one semester of college biology and one year of college chemistry

that includes one semester of organic chemistry.

Instructor and Support Contact Information

Check the course welcome page in Blackboard for specic instructor and support specialist contact information.

Further Assistance

Your student support specialist monitors course progression and provides assistance or guidance when needed. They can assist

questions regarding ordering course materials, University policies, billing, navigating the course in Blackboard, and more.

Student Lounge

The Student Lounge Discussion Board is a designated support forum in which students may engage with each other and grapple with

course content. Feel free to post questions, seek clarication, and support each other, but be mindful of UNE’s Academic Integrity

Policy.

Your instructor will monitor this forum. However, if you are seeking specic and timely answers to questions about course content or

your personal grades, please contact your instructor via course messages. For questions about course materials, program policy, and

how to navigate and proceed through the course, please contact your Student Support Specialist through the course messaging

system.

Materials

Textbook

Rodwell VW, Bender D, Botham KM, Kennelly PJ, Weil PA.

Harper’s Illustrated Biochemistry.

31st ed. USA: McGraw-Hill Education;

2018.

Note: the textbook associated with this course available electronically through the UNE Library.You will need to login using your

UNE email to gain access but otherwise, the full version of the 31st Edition is there as a resource. Click on the link below.

page 1PDFCROWD.COM

Medical Biochemistry Syllabus

medical biochemistry (Chem 1001)

University of New England

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Medical Biochemistry Syllabus

Course: medical biochemistry (Chem 1001)

University: University of New England

Students also viewed

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