All updates are effective Spring 2026 unless otherwise noted.

General Student Conduct Process and Procedure

Reporting a Violation

• The official conduct reporting form is available online: http://samuelmerritt-advocate.symplicity.com/public_report
• Reports should pertinent information such as names of parties involved, date, time, location, and a description of the incident to assist the Dean of Students Office during its preliminary review. 

Effective Spring 2026

BMS 601 Medical Genetics (3 units)

This graduate-level course explores the principles and applications of medical genetics with an emphasis on genetic diseases. As our understanding of the human genome expands, genetic information has become a critical tool for diagnosis, prevention, and treatment in clinical medicine. Topics include genome organization and gene regulation, genetic variation and population genetics, patterns of inheritance, cytogenetics and molecular genetics, biochemical and cancer genetics, and representative genetic disorders that illustrate these concepts. Students will gain a foundation in the mechanisms of gene expression and variation and will critically analyze how these insights translate into clinical practice. By the end of the course, students will be able to evaluate genetic data in a medical context, interpret the molecular basis of disease, and assess the role of genetics in personalized medicine.

BMS 645 Human Physiology (4 units)

This graduate-level course provides an in-depth exploration of the fundamental physiological principles governing human body function. Emphasis is placed on the integrated mechanisms of major organ systems, with focused study of the cardiovascular, respiratory, renal, and central nervous systems. Students will examine normal physiology as well as disruptions that lead to disease, reinforced through clinical case presentations that highlight the pathophysiology of major disorders. The lab will integrate foundational concepts with applied clinical examples; the course prepares students to analyze complex physiological processes and their relevance to health and disease.

BMS 646L Human Physiology Lab (1 unit)

This graduate-level course provides an in-depth exploration of the fundamental physiological principles governing human body function. Emphasis is placed on the integrated mechanisms of major organ systems, with focused study of the cardiovascular, respiratory, renal, and central nervous systems. Students will examine normal physiology as well as disruptions that lead to disease, reinforced through clinical case presentations that highlight the pathophysiology of major disorders. The lab will integrate foundational concepts with applied clinical examples; the course prepares students to analyze complex physiological processes and their relevance to health and disease.

BMS 648 Advanced Histology and Cell Biology (3 units)

This course provides an in-depth study of the microscopic anatomy of cells, fundamental concepts of cell physiology that include the structure and function of cellular membranes and organelles, cell growth and communication, as well as the structural basis of nucleic acids and proteins syntheses. The normal microscopic structure of the human body tissues and organs is explored in relation to their functions. The course seeks to stress on the interrelationship existing between the structure and the function, emphasizing on the integration of morphology with biochemical and physiological processes of the human body.

BMS 649L Histology and Cell Biology Lab (1 unit)

This laboratory course provides a hands-on, interactive exploration of cell biology and histology through a fully online format. Students will engage with high-resolution digital microscopy platforms, virtual slide repositories, and image analysis tools to study the microscopic structure of human cells, tissues, and organs. Laboratory exercises reinforce core concepts of cellular structure and function, organelle organization, and the relationship between tissue morphology and physiological processes. Emphasis is placed on developing skills in identifying normal cell and tissue architecture, correlating histological features with functional outcomes, and applying these observations to biomedical and clinical contexts.

Effective Summer 2026

BMS 603 Pathophysiology (3 units)

This course provides an advanced, systems-based examination of the mechanisms underlying human disease. Emphasis is placed on the cellular, molecular, genetic, and physiological processes that lead to altered organ function across major body systems. Students will integrate foundational biomedical science with clinical manifestations of disease, interpret pathophysiological mechanisms using current scientific literature, and apply this knowledge to complex clinical and research scenarios. Ethical considerations, health equity, and the impact of social determinants of health on disease progression and outcomes are incorporated throughout the course. Prerequisite: MBS 645/646 or graduate level physiology course. 

BMS 604 Microbiology (3 units)

This course provides an advanced examination of microbial structure, physiology, genetics, and ecology, with emphasis on microorganisms relevant to human health, disease, and the environment. Students will explore host–microbe interactions, the human microbiome, mechanisms of microbial transmission, and strategies for infection control. The accompanying laboratory component utilizes online simulations and take-home laboratory kits to investigate environmental and human-associated microbes through safe, low-risk experimental approaches. Students will analyze microbial presence on skin and mucosal surfaces, in air samples, and in the context of hand hygiene, integrating experimental data with primary scientific literature. Ethical considerations, biosafety principles, and health equity implications are incorporated throughout the course. Corequisite: BMS 604L.

BMS 604L Microbiology Lab (1 unit)

This course provides an advanced examination of microbial structure, physiology, genetics, and ecology, with emphasis on microorganisms relevant to human health, disease, and the environment. Students will explore host–microbe interactions, the human microbiome, mechanisms of microbial transmission, and strategies for infection control. The accompanying laboratory component utilizes online simulations and take-home laboratory kits to investigate environmental and human-associated microbes through safe, low-risk experimental approaches. Students will analyze microbial presence on skin and mucosal surfaces, in air samples, and in the context of hand hygiene, integrating experimental data with primary scientific literature. Ethical considerations, biosafety principles, and health equity implications are incorporated throughout the course. Corequisite: BMS 604.

BMS 653 Neuroscience (3 units)

This course provides an advanced, integrative examination of the structure and function of the nervous system, emphasizing molecular, cellular, systems, and behavioral neuroscience. Students will explore neuronal signaling, synaptic transmission, neural circuits, sensory and motor systems, neurodevelopment, plasticity, and the biological bases of neurological and neuropsychiatric disorders. Through analysis of current literature and/or case-based learning, students will apply neuroscience principles to clinical and translational contexts. Emphasis is placed on critical evaluation of experimental data, ethical considerations in neuroscience research, and effective communication of complex neuroscientific concepts.  

BMS 654 Oral Pathology (3 units)

This course provides an advanced examination of diseases affecting the oral and maxillofacial region, with emphasis on the etiology, pathogenesis, clinical presentation, and histopathologic features of oral disease. Topics include developmental abnormalities, diseases of the teeth and supporting structures, immune-mediated and infectious conditions, salivary gland disorders, epithelial and connective tissue lesions, and oral manifestations of systemic disease. Students will integrate clinical findings, radiographic features, and microscopic pathology to formulate differential diagnoses and evaluate appropriate treatment strategies. Emphasis is placed on critical thinking, ethical considerations, and the impact of systemic and infectious diseases on oral health. 

Program Course Outline

Effective Spring 2026

HA 616 Leading the AI Transformation in Healthcare (3 units)

This course explores how artificial intelligence (AI) is reshaping healthcare leadership, operations, and decision-making. Students examine how AI tools—such as machine learning, predictive analytics, and large- language models—are influencing organizational strategy, workforce design, patient engagement, privacy and data security as well as overall system performance. Through applied case studies and interactive simulations, learners assess governance structures, data-integrity issues, and ethical frameworks that guide responsible implementation.

HA 654 Professional Development IV (1 unit)

This course supports MHA students in identifying a focus area for their culminating capstone project. Students will reflect on their academic and professional interests, explore future pathways (post-master’s education, certification, or workforce), and develop a proposal for their final capstone project. They will also identify and secure a mentor who will guide them through the capstone.

Effective Summer 2026

HA 651 Professional Development: Critical Thinking (1 unit)

This course is one of three professional development courses in the MHA. Each professional development course will address a separate and distinct knowledge, skills, ability (KSA) base necessary for career success. HA 651 Professional Development I provides a hands-on skills workshop in critical thinking with the goal of preparing students for success academically and professionally in healthcare management. This course provides students opportunities for analysis, synthesis, and application of critical thinking applied to managerial decision making at all levels in a health services organization. Students will examine the decision-making process, from problem formulation and identification to argument construction and support. The emphasis is on understanding the essentials of a compelling idea that is communicated in a credible, ethical, and persuasive manner.

HA 652 Professional Development: Wellness (1 unit)

The course emphasizes the importance of self-care and emotional intelligence to build resilience and improve self-awareness. Students will explore the essential components of wellness and their impact on academic success and personal well-being. Students will critically analyze how nutrition, exercise, and sleep contribute to cognitive function and well-being, and evaluate mental health resources available on-campus and in the community. Through practical exercises, students will develop personalized wellness plans that balance academic, personal, and social life while applying evidence-based stress management techniques to enhance performance and reduce stress. The course promotes academic resilience through goal-setting and reflective practices. By the end of the course, students will have cultivated lifelong wellness habits that support both academic achievement and personal growth.

HA 653 Professional Development: Career Success (1 unit)

This course prepares students through proactive career planning that includes practical skills in resume and CV writing, cover letter preparation, interviewing, and networking. The course also covers self-evaluation, building a professional online presence, goal setting, and creating an Individual Development Plan (IDP) for career advancement within and beyond healthcare.

HA 690 Capstone Project Research Seminar (4 units)

This culminating, career-focused capstone integrates the MHA curriculum with concrete preparation for students’ next professional step. Building on HA 654 Professional Development IV, where students drafted a career plan, this course moves that plan into implementation. Students work with a mentor to target role-specific knowledge, skills, and abilities (KSAs) and to assemble professional portfolio aligned to their intended path. Portfolio components are determined in consultation with the mentor and program director to reflect expectations in the student’s chosen field.

Effective Spring 2026

HS 111 Structural and Social Determinants of Health (3 units)

This course explores how structural and social determinants of health, including environment, policy, and systemic inequality shapes health outcomes across populations. This course covers culturally responsive communication practices and applies research skills necessary for ethical, evidence-informed practice. Using an interdisciplinary lens, students will explore the interconnected health and social systems and critically assess how policies can both reduce and reinforce health disparities.

HS 123 Current Trends in Healthcare (2 units)

This course explores emerging trends, innovations, and policy shifts in healthcare in the United States and globally. Topics include recent advancements in treatments, the evolving role of healthcare policy, technological innovations such as artificial intelligence (AI), and the future direction of healthcare delivery. Students will critically analyze current literature and develop the skills to assess the implications of emerging trends for diverse patient populations and the healthcare workforce.

HS 198 Capstone Project (3 units)

The Capstone Project is a culminating experience for students completing the Bachelor of Health Sciences (BHS) degree. In this individualized course, students complete their capstone project with mentorship and faculty guidance. The capstone should be aligned with their chosen post-graduation pathway, whether entering graduate school or the workforce. Students will design and execute a personalized project that demonstrates integration of prior learning, critical thinking, professional communication, and career readiness. Each project is tailored to the students’ post-graduation goals, whether preparing for graduate school, advancing in a healthcare profession, or entering a new healthcare role.

Effective Summer 2026

HS 193 Student Success: Professional Development (1 unit)

This 1-unit course is designed to guide upper-division undergraduate students through the essential components of professional development as they prepare for graduate school, professional programs, or career entry. Students will explore their personal and professional goals, craft a competitive resume or curriculum vitae (CV), and develop compelling personal statements tailored to their future pursuits. The course emphasizes reflection, written communication, goal setting, and presentation skills necessary for success beyond the undergraduate degree.

HS 197 Capstone Preparation (1 unit)

This course supports BHS students in identifying a focus area for their culminating capstone project. Students will reflect on their academic and professional interests, explore future pathways (graduate school or workforce), and develop a proposal for their final capstone project. They will also identify and secure a mentor who will guide them through the capstone.

Curriculum

Courses

NURSG 401 Transition to Baccalaureate Nursing Practice (3 units)

The RN to BSN program is designed for licensed registered nurses seeking to advance their professional practice by earning a Bachelor of Science in Nursing (BSN). Grounded in evidence-based practice, leadership, and caring science, the program prepares nurses to deliver holistic, person-centered care across diverse populations and healthcare settings. Through an integrative curriculum that emphasizes critical thinking, cultural humility, population health, and systems-based practice, students expand their clinical reasoning, leadership abilities, and professional identity. The program fosters lifelong learning, ethical decision-making, and interprofessional collaboration, aligning with national standards. Graduates of the RN to BSN program are prepared to lead and advocate for quality improvement, health equity, and safe, compassionate care in complex healthcare environments.

NURSG 402 Caring Science (3 units)

This course provides an in-depth exploration of Caring Science as a foundational philosophy and practice in nursing, with emphasis on Jean Watson’s Caritas Processes® #2 (Instill Faith and Hope) and #4 (Develop Helping-Trusting, Authentic Caring Relationships). Students engage in reflection, case studies, and creative projects to strengthen their capacity for authentic, compassionate, and evidence-informed nursing care.

NURSG 404 Health Assessment Across the Lifespan (3 units)

This course equips RN to BSN students with advanced knowledge and skills to conduct holistic health assessments across the lifespan. Emphasizing the emotional, cultural, and developmental dimensions of care, students learn to approach assessment as both a clinical and human encounter. Grounded in Jean Watson’s Caritas Process® #5, the course explores how to recognize, honor, and respond to patients’ full range of feelings during assessment. Students apply therapeutic communication, cultural sensitivity, and evidence-based techniques to perform person-centered assessments that foster trust, connection, and comprehensive clinical reasoning.

NURSG 405 Nursing Research & Evidence-Based Practice (3 units)

This course introduces nursing research methods and the principles of evidence-based practice (EBP). Emphasis is placed on integrating scientific evidence, clinical expertise, and patient values into nursing care decisions. Students will explore the research process, critical appraisal of literature, and application of findings to improve patient outcomes. Guided by Watson Caring Science, Caritas Process® #6: Creative Problem-Solving, the course encourages nurses to approach clinical questions with curiosity, critical thinking, and compassion. Learners will engage in inquiry-based learning that supports the development of innovative, person-centered solutions grounded in caring science.

NURSG 423 Informatics & Technology in Healthcare (3 units)

This course introduces nursing students to the principles of health informatics and the effective use of technology in healthcare settings. Emphasizing Jean Watson’s Caritas Process #7: Engage in Teaching-Learning, students explore digital tools that enhance patient education, communication, and health outcomes. The course covers electronic health records, telehealth, mobile health applications, and data security while fostering competencies in selecting and utilizing technology to support individualized, culturally sensitive teaching and learning processes. Students will develop skills to integrate informatics into nursing practice to improve patient engagement and promote health literacy.

NURSG 425 Health Policy, Law, and Ethics in Nursing (3 units)

This course examines the intersection of health policy, law, and ethics within nursing practice, emphasizing the nurse’s role as an advocate for equitable and just healthcare systems. Grounded in Jean Watson’s Caritas Process #8: Create a Healing Environment, students explore how nursing professionals influence and shape policies that promote social justice, patient rights, and access to quality care. Students analyze ethical principles, legal frameworks, and policy development processes while cultivating skills to navigate complex healthcare environments and advocate effectively for patients, communities, and the profession. Through case studies, legislative reviews, and reflective practice, learners develop competencies to foster healing environments beyond the bedside by addressing systemic inequities.

NURSG 480 Nursing Leadership & Management (3 units)

This course examines the ethical, legal, and leadership dimensions of nursing practice within complex healthcare organizations. Rooted in Jean Watson’s Caritas Process #3, students will analyze issues encountered by nurse leaders and explore their responsibilities in advocating for patients, staff, and system improvement within high- reliability organizations (HROs). Emphasis is placed on the leadership role and management functions essential to fostering ethical climates, ensuring regulatory compliance, and promoting professional integrity. Students will apply leadership theories, best evidence, and organizational principles to guide decision-making, navigate conflict, and lead teams effectively. Through learning activities, learners will strengthen their capacity to lead ethically, manage responsibly, and cultivate inclusive, high-performing teams that advance equitable and high-quality patient outcomes.

NURSG 482 Population Health & Healthcare Systems (3 units)

This course examines population health and epidemiology through local, national, and global perspectives. Students analyze how social, environmental, behavioral, and economic factors shape health outcomes and disparities. The course compares healthcare systems in the U.S. and worldwide, emphasizing their influence on access, quality, and equity. Learners apply epidemiologic methods to assess disease trends and develop data-driven interventions that improve population health, considering Watson’s Caritas processes. Attention is given to the impact of health policy, interdisciplinary collaboration, and technology in addressing community health challenges. Students design and evaluate evidence-based, patient-centered strategies that integrate assessment, care planning, and outcome evaluation across diverse populations.

Effective Fall 2025, the name of the Doctor of Nursing Practice - Anesthesia has changed to Doctor of Nurse Anesthesia.

Effective Spring 2026, the name of the Master of Science in Nursing - Executive Leadership has changed to Master of Science in Nursing - Leadership.

Sample Curriculum

NURSG 506 PMHNP Clinical I (3 units)

This course is the first of three PMHNP clinical practicum courses. Collaborating with their supervising preceptor, students begin developing therapeutic relationships with patients to conduct advanced psychiatric mental health assessments across the lifespan. Students will learn to formulate evidence-based, culturally appropriate treatment plans to include pharmacologic and psychotherapeutic interventions for patients presenting with psychiatric conditions. Prerequisite: good academic standing in program

NURSG 507 PMHNP Diagnosis and Management Across the Lifespan (3 units)

This course covers psychopharmacology, psychotherapy, and holistic care approaches through clinical application and theoretical knowledge. The course also addresses ethical, legal, and sociocultural issues specific to mental health across various practice settings, providing students with the knowledge to work independently. Students will learn to assess, diagnose and treat a range of mental health conditions from mood disorders, anxiety and psychosis to substance use and neurodevelopmental disorders- with a strong focus on evidence-based practices. Prerequisite: good academic standing in program

NURSG 508 Psychopharmacology (2 units)

This course in clinical pharmacotherapeutics builds on prior knowledge of drug classifications, prototypes within classifications, actions, interactions, and side effects. The major focus is on medications that are commonly prescribed in the treatment and management of common acute and chronic illnesses in primary care for patients across the lifespan. Emphasis is placed on safe and effective prescribing and supporting patient adherence. Legal considerations for furnishing controlled substances are also addressed. Prerequisite: good academic standing in program

NURSG 513 PMHNP Clinical III (3 units)

This course is the third and final clinical practicum, focusing on the synthesis of advanced psychiatric mental health skills. Collaborating with their supervising preceptor, students will refine their ability to develop therapeutic relationships and conduct comprehensive mental health assessments across the lifespan. Emphasis is placed on managing complex psychiatric conditions by formulating and implementing evidence-based, culturally sensitive treatment plans. Students will integrate pharmacologic and psychotherapeutic interventions while strengthening their clinical decision-making and leadership abilities to deliver high-quality, patient-centered care in diverse mental health settings. 

NURSG 516 PMHNP: Psychiatric Skills Lab (1 unit)

This course is delivered as a psychiatric skills lab with comprehensive practice assessments culminating in the skills check-off from the previous courses. Prerequisites: NURSG 509, NURSG 671, NURSG 619, NURSG 677

NURSG 517 PMHNP: Diagnostic Concepts (3 units)

This course emphasizes developing skills in the assessment and diagnosis of major psychiatric disorders, including prevention, screening, diagnosis, and treatment.  Students will develop a systematic method of performing a psychiatric assessment, formulating differential diagnoses, and planning and evaluating therapeutic management of patients presenting with psychiatric disorders. Prerequisites: NURSG 509

OCCTH 637 Preparation for Fieldwork Level II (1 unit)

This course prepares students for successful participation in Fieldwork Level II by reinforcing essential professional competencies developed throughout the occupational therapy curriculum. Emphasis is placed on applying clinical reasoning to select and adapt evidence-based interventions, communicating effectively across diverse populations and professional settings, and exhibiting ethical behaviors in accordance with the AOTA Code of Ethics. Students will explore fieldwork expectations, policies, and onboarding procedures, and engage in case-based learning to support safety, confidentiality, and sound judgment in practice.

Through self-reflection, mentor feedback, and collaborative activities, students will identify personal learning goals and strategies to support professional growth during fieldwork.

OCCTH 737 Preparation for Fieldwork Level II (1 unit)

This course prepares students for successful participation in Fieldwork Level II by reinforcing essential professional competencies developed throughout the occupational therapy curriculum. Emphasis is placed on applying clinical reasoning to select and adapt evidence-based interventions, communicating effectively across diverse populations and professional settings, and exhibiting ethical behaviors in accordance with the AOTA Code of Ethics. Students will explore fieldwork expectations, policies, and onboarding procedures, and engage in case-based learning to support safety, confidentiality, and sound judgment in practice. Through self-reflection, mentor feedback, and collaborative activities, students will identify personal learning goals and strategies to support professional growth during fieldwork.

Effective Spring 2026

PHYTH 705 Patient/Client Management: Complexity in Care (2 units)

This course focuses on physical therapist patient/client management under complex conditions, including contextual characteristics of the type of care setting, the physical environment, the interprofessional care team, and patient/client personal factors and their interactions. Successful patient/client management requires that the practitioner perform and integrate clinical reasoning and decision-making in conjunction with clinical skill performance during fast-paced, rapidly-changing, contextually-complex situations; respond appropriately and in real time to emerging information; and demonstrate cognitive flexibility.

Laboratory and simulation activities will be used to create complex clinical scenarios that are systematically increased in difficulty across the term. A focus on safety of both the patient/client and the practitioner of including the ability to communicate effectively in the moment is interwoven.

PHYTH 711 Patient/Client Management: Musculoskeletal I (5 units)

This is the first of three courses on physical therapist management of musculoskeletal problems in persons across the lifespan. The patient/client management model is introduced and applied to common, non- complex musculoskeletal problems affecting the lumbopelvic region and lower extremities. Clinical reasoning strategies, a biopsychosocial/person-centered approach, and relevant evidence are integrated into identifying impairments and selecting appropriate interventions that address each person’s activity limitations and participation restrictions. (3 hours lecture, 6 hours lab)

PHYTH 734 Pathology & Medical Management in Neurology (2 units)

This course introduces students to the foundational medical knowledge necessary for understanding and managing individuals with peripheral and central nervous system disorders. Emphasis is placed on the epidemiology, pathology, clinical presentation, and prognosis of neurological conditions, as well as the interpretation of medical documentation, diagnostic testing, and neurologic examination findings.

Students will explore common medical and surgical interventions, pharmacologic management, and emergency considerations relevant to physical therapy practice. The course also addresses interprofessional management and the influence of healthcare disparities on the medical management of neurologic conditions.

Effective Summer 2026

PHYTH 712 Patient/Client Management: Musculoskeletal II (5 units)

This is the second of three courses on physical therapist management of musculoskeletal problems in persons across the lifespan. The patient/client management model is reviewed and applied to common, non-complex musculoskeletal problems affecting the cervical and thoracic spines, upper extremities, and temporomandibular region. Clinical reasoning strategies, a biopsychosocial/person-centered approach, and relevant evidence are integrated into identifying impairments and selecting appropriate interventions that address each person’s activity limitations and participation restrictions. (3 hours lecture, 6 hours lab)

PHYTH 715A Patient/Client Management Special Topics I (1 unit lecture; .5 units lab)

This course builds upon foundational knowledge from prior patient/client management coursework and emphasizes the physical therapy evaluation and management of individuals with complex clinical presentations, specifically those with limb loss, limb difference, and compromised integumentary integrity. Students will develop clinical reasoning skills through comprehensive examination techniques, including patient interviews, tests and measures, systems review, and differential screening, to formulate accurate diagnoses, prognoses, and individualized plans of care. The course highlights evidence-informed interventions for these conditions, prosthetic considerations, mobility training, interprofessional collaboration, patient/caregiver education, and prevention strategies.

PHYTH 719 Physical Agents and Electrotherapy (1 unit)

This course introduces students to the use of physical and electrotherapeutic agents in physical therapist practice. Students will learn the physiological mechanisms underpinning each therapeutic agent and the evidence supporting each agent’s clinical usage. Students will also develop competence in applying therapeutic agents safely and effectively in preparation for clinical practice. An emphasis will be placed on clinical decision-making related to selecting the best therapeutic agent to achieve treatment goals while considering precautions and contraindications to a specific therapeutic agent’s use. (.5 units lecture, .5 units lab) Prerequisites: PHYTH 710, PHYTH 722, PHYTH 732

PHYTH 786 Advanced Medical Screening for the New Clinician (1 unit)

As healthcare continues to evolve and physical therapists assume greater responsibility as first-line providers, strong clinical reasoning and medical screening skills are essential for new clinicians. This elective course uses case-based discussions to challenge learners to think critically, integrate foundational knowledge, and expand upon skills introduced in prior coursework. Through guided practice and realistic clinical scenarios, students will develop confidence in applying advanced screening competencies across diverse settings, preparing them to deliver safe, effective, and patient-centered care as emerging providers.

PM 737 is removed from the Class of 2027 curriculum. Removal of this course will delete 2.0 credits from the CPM Class of 2027. PM 737 is being replaced with new curriculum that will begin Fall 2026.

Effective Summer 2026

PM 729 Embryology (1 unit)

This course provides a focused examination of the foundational embryologic processes that initiate human development, including gametogenesis, fertilization, and the formation of the early zygote. Students will explore the cellular, molecular, and genetic mechanisms underlying meiosis, germ cell maturation, sperm–egg interaction, and early cleavage events. Emphasis is placed on understanding how these developmental processes contribute to normal human reproduction, genetic variation, and the origins of early developmental abnormalities. The course prepares students to analyze embryologic mechanisms in clinically relevant, case-based contexts.

PM 765 Lower Extremity Anatomy Clinical Integrations (1 unit)

This course provides an intensive, clinically oriented review of lower extremity osteology and arthrology, reinforcing and integrating key content from Lower Extremity Anatomy I and II in preparation for the Lower Extremity Anatomy component of APMLE Part I. Students use precise anatomical terminology (position, directional terms, planes, and regions) to describe musculoskeletal relationships and to communicate effectively in clinical contexts, while linking surface anatomy to deeper structures to support physical exam localization and imaging orientation. Emphasis is placed on identifying major bones, bony landmarks, and joint architecture of the hip, knee, ankle, and foot and correlating structure with function through relevant tissue organization and biomechanics. Targeted review of select muscles (attachments, actions, innervation) and key neurovascular/lymphatic structures support clinical integration, with attention to recognizing normal anatomical variation and applying concepts to case-based scenarios. Prerequisites: PM 709, PM 709L, PM 722, PM 722L. 

PM 746 Medical Systems (1 unit)

This one-semester, 1.0-unit course uses case-based learning to strengthen the basic-science knowledge and clinical reasoning skills required for success on APMLE Part I. Students apply core principles from anatomy, biochemistry, physiology, microbiology, immunology, pathology, and pharmacology to analyze integrated clinical presentations; interpret laboratory and mechanistic data; and explain underlying disease processes across organ systems. Emphasis is placed on pharmacologic reasoning (mechanisms, therapeutic effects, adverse reactions) and exam-readiness through structured analysis of APMLE-style multiple-choice questions, including recognition of high-yield patterns and efficient problem-solving strategies. Prerequisites: PM 703, PM 752, PM 707, PM 714, PM 717, PM 727, PM 701, PM 710, PM 705, PM 715, PM 716, PM 712, PM 709, PM 722, PM 711, PM 718, PM 719, PM 744

SW 633 Advanced Practicum Internship IV (3 units)

The Advanced Practicum Internship IV provides supervised social work practice in an agency affiliated with the university. Practicum experiences are an essential component of graduate social work education, offering students the opportunity to integrate classroom learning with professional practice in real-world settings. In accordance with the Council on Social Work Education (CSWE) standards, all MSW students are required to complete a minimum of 900 hours of practicum work as part of their MSW degree program. MSW students must complete a minimum of 450 hours of a foundation year practicum and a minimum of 450 hours of an advanced practicum. Students must be enrolled in Practicum Courses and concurrent Seminar courses whenever they are accumulating practicum hours. Prerequisites: SW 601, SW 602, SW 622, SW 611, SW 630, SW 630a, SW 631, SW 631a, SW 632, SW 632a. Corequisites: SW 633a

SW 633a Advanced Seminar IV (1 unit)

Advanced Practicum Seminar IV is taken concurrently with advanced practice courses and the practicum internship. This seminar is designed to provide an opportunity for advanced discussion and critical analysis of students’ practicum experiences. Through seminar discussions, case presentations, and integrative assignments, students deepen their understanding of the social work profession, including values and ethics, professional roles, and key theoretical and practice frameworks. Emphasis is placed on the purposeful use of self, integration of personal and professional values, and the application of culturally responsive and inclusive practice across diverse settings. Prerequisites: SW 601, SW 602, SW 622, SW 611, SW 630, SW 630a, SW 631, SW 631a, SW 632, SW 632a. Corequisites: SW 633